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Richard Smith [184]Roger Smith [105]Robin Smith [61]Ralph A. Smith [53]
R. Smith [47]Robert Smith [43]Robert W. Smith [35]R. Scott Smith [26]

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  1.  68
    Prior Analytics. Aristotle & Robin Smith - 1989 - New York: Kessinger Publishing. Edited by Gisela Striker.
    WE must first state the subject of our inquiry and the faculty to which it belongs: its subject is demonstration and the faculty that carries it out demonstrative science.
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  2. Aristotle's Prior Analytics.Robin Smith - 1989 - Hackett Publishing Company.
  3.  35
    From Generative Models to Generative Passages: A Computational Approach to (Neuro) Phenomenology.Maxwell J. D. Ramstead, Anil K. Seth, Casper Hesp, Lars Sandved-Smith, Jonas Mago, Michael Lifshitz, Giuseppe Pagnoni, Ryan Smith, Guillaume Dumas, Antoine Lutz, Karl Friston & Axel Constant - 2022 - Review of Philosophy and Psychology 13 (4):829-857.
    This paper presents a version of neurophenomenology based on generative modelling techniques developed in computational neuroscience and biology. Our approach can be described as _computational phenomenology_ because it applies methods originally developed in computational modelling to provide a formal model of the descriptions of lived experience in the phenomenological tradition of philosophy (e.g., the work of Edmund Husserl, Maurice Merleau-Ponty, etc.). The first section presents a brief review of the overall project to naturalize phenomenology. The second section presents and evaluates (...)
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  4.  5
    The Norton History of the Human Sciences.Roger Smith - 1997 - W. W. Norton & Company.
    A comprehensive history of the human sciences -- psychology, sociology, anthropology, economics, and political science -- from their precursors in early human culture to the present.This erudite yet accessible volume in Norton's highly praised History of Science series tracks the long and circuitous path by which human beings came to see themselves and their societies as scientific subjects like any other. Beginning with the Renaissance's rediscovery of Greek psychology, political philosophy, and ethics, Roger Smith recounts how the human sciences gradually (...)
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  5.  26
    Active inference models do not contradict folk psychology.Ryan Smith, Maxwell J. D. Ramstead & Alex Kiefer - 2022 - Synthese 200 (2):1-37.
    Active inference offers a unified theory of perception, learning, and decision-making at computational and neural levels of description. In this article, we address the worry that active inference may be in tension with the belief–desire–intention model within folk psychology because it does not include terms for desires at the mathematical level of description. To resolve this concern, we first provide a brief review of the historical progression from predictive coding to active inference, enabling us to distinguish between active inference formulations (...)
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  6.  45
    A Mobilising Concept? Unpacking Academic Representations of Responsible Research and Innovation.Barbara E. Ribeiro, Robert D. J. Smith & Kate Millar - 2017 - Science and Engineering Ethics 23 (1):81-103.
    This paper makes a plea for more reflexive attempts to develop and anchor the emerging concept of responsible research and innovation. RRI has recently emerged as a buzzword in science policy, becoming a focus of concerted experimentation in many academic circles. Its performative capacity means that it is able to mobilise resources and spaces despite no common understanding of what it is or should be ‘made of’. In order to support reflection and practice amongst those who are interested in and (...)
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  7. Thinking Again: Education after Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  8. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  9.  5
    Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.) - 2000 - New York: Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
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  10.  15
    Inhibition: History and Meaning in the Sciences of Mind and Brain.Roger Smith - 1992 - University of California Press.
    In everyday parlance, "inhibition" suggests repression, tight control, the opposite of freedom. In medicine and psychotherapy the term is commonplace, its definition understood. Relating how inhibition—the word and the concept—became a bridge between society at large and the natural sciences of mind and brain, Smith constructs an engagingly original history of our view of ourselves. Not until the late nineteenth century did the term "inhibition" become common in English, connoting the dependency of reason and of civilization itself on the repression (...)
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  11. Aristotle's Logic.Robin Smith - 2007 - Stanford Encyclopedia of Philosophy.
  12. What Is Aristotelian Ecthesis?Robin Smith - 1982 - History and Philosophy of Logic 3 (2):113-127.
    I consider the proper interpretation of the process of ecthesis which Aristotle uses several times in the Prior analytics for completing a syllogistic mood, i.e., showing how to produce a deduction of a conclusion of a certain form from premisses of certain forms. I consider two interpretations of the process which have been advocated by recent scholars and show that one seems better suited to most passages while the other best fits a single remaining passage. I also argue that ecthesis (...)
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  13. Between Man and Man.Martin Buber & Ronald Gregor Smith - 1948 - Philosophy 23 (85):177-178.
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  14.  14
    Simulating Emotions: An Active Inference Model of Emotional State Inference and Emotion Concept Learning.Ryan Smith, Thomas Parr & Karl J. Friston - 2019 - Frontiers in Psychology 10.
  15. Aristotle on the uses of dialectic.Robin Smith - 1993 - Synthese 96 (3):335 - 358.
  16. Logic.Robin Smith - 1994 - In Barnes Jonathan (ed.), The Cambridge Companion to Aristotle.
  17.  48
    The Virtues of Unknowing.Richard Smith - 2016 - Journal of Philosophy of Education 50 (2):272-284.
    Traditional epistemology is often said to have reached an impasse, and recent interest in virtue epistemology supposedly marks a turn away from philosophers’ traditional focus on problems of knowledge and truth. Yet that focus re-emerges, especially among ‘reliabilist’ virtue epistemologists. I argue for a more ‘responsibilist’ approach and for the importance of some of the quieter and gentler epistemic virtues, by contrast with the tough-minded ones that are currently popular in education. In particular I make a case for what I (...)
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  18.  10
    Being Human: Historical Knowledge and the Creation of Human Nature.Roger Smith - 2007 - Columbia University Press.
    Challenging commonly held biological, religious, and ethical beliefs, internationally well known historian of science Roger Smith boldly argues that human nature is not some "thing" awaiting discovery but is active in understanding itself. According to Smith, "being human" is a self-creation made possible through a reflective circle of thought and action, with a past and a future, and studying this "history" from a range of perspectives is fundamental to human self-understanding. Smith's argument brings together historical and contemporary debates concerning materialism (...)
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  19. The Play of Socratic Dialogue.Richard Smith - 2011 - Journal of Philosophy of Education 45 (2):221-233.
    Proponents of philosophy for children generally see themselves as heirs to the ‘Socratic’ tradition. They often claim too that children’s aptitude for play leads them naturally to play with abstract, philosophical ideas. However in Plato’s dialogues we find in the mouth of ‘Socrates’ many warnings against philosophising with the young. Those dialogues also question whether philosophy should be playful in any straightforward way, casting the distinction between play and seriousness as unstable. It seems we cannot think of Plato as representing (...)
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  20. Are Artworks More Like People Than Artifacts? Individual Concepts and Their Extensions.George E. Newman, Daniel M. Bartels & Rosanna K. Smith - 2014 - Topics in Cognitive Science 6 (4):647-662.
    This paper examines people's reasoning about identity continuity and its relation to previous research on how people value one-of-a-kind artifacts, such as artwork. We propose that judgments about the continuity of artworks are related to judgments about the continuity of individual persons because art objects are seen as physical extensions of their creators. We report a reanalysis of previous data and the results of two new empirical studies that test this hypothesis. The first study demonstrates that the mere categorization of (...)
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  21. Does the history of psychology have a subject?Roger Smith - 1988 - History of the Human Sciences 1 (2):147-177.
  22.  41
    Self‐Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
    Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...)
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  23.  27
    The background of physiological psychology in natural philosophy.Roger Smith - 1973 - History of Science 11 (2):75-123.
  24.  16
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  25.  74
    When envy leads to schadenfreude.Niels van de Ven, Charles E. Hoogland, Richard H. Smith, Wilco W. van Dijk, Seger M. Breugelmans & Marcel Zeelenberg - 2015 - Cognition and Emotion 29 (6):1007-1025.
    Previous research has yielded inconsistent findings concerning the relationship between envy and schadenfreude. Three studies examined whether the distinction between benign and malicious envy can resolve this inconsistency. We found that malicious envy is related to schadenfreude, while benign envy is not. This result held both in the Netherlands where benign and malicious envy are indicated by separate words (Study 1: Sample A, N = 139; Sample B, N = 150), and in the USA where a single word is used (...)
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  26.  14
    Aristotle's Theory of Demonstration.Robin Smith - 2009 - In Georgios Anagnostopoulos (ed.), A Companion to Aristotle. Oxford, UK: Wiley‐Blackwell. pp. 51–65.
    This chapter contains sections titled: Necessity and Predication “Through Itself” Demonstrations, Universals, and the Objects of Scientific Knowledge The Route to the Principles Axioms, Common Principles, and Self‐evidence Demonstration and Analysis Bibliography.
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  27.  32
    Members of countable π10 classes.Douglas Cenzer, Peter Clote, Rick L. Smith, Robert I. Soare & Stanley S. Wainer - 1986 - Annals of Pure and Applied Logic 31:145-163.
  28. American Sociology and Pragmatism: Mead, Chicago Sociology, and Symbolic Interaction.J. David Lewis & Richard L. Smith - 1980 - Transactions of the Charles S. Peirce Society 18 (1):105-108.
     
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  29.  9
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87-100.
    Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...)
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  30.  62
    Schadenfreude and Gluckschmerz.Richard H. Smith & Wilco W. van Dijk - 2018 - Emotion Review 10 (4):293-304.
    We explore why people feel the socially improper emotions of schadenfreude and gluckschmerz. One explanation follows from sentiment relations. Prior dislike leads to both schadenfreude and gluckschmerz. A second explanation relates to concerns over justice. Deserved misfortune is pleasing and undeserved good fortune is displeasing. A third explanation concerns appraisal of the good or bad fortunes of others as creating either benefit or harm for the self or in-group. Especially in competitive situations and when envy is present, gain is pleasing (...)
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  31.  31
    As if by machinery: The levelling of educational research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
    Much current educational research shows the influence of two powerful but potentially pernicious lines of thought. The first, which can be traced at least as far back as Francis Bacon, is the ambition to formulate precise techniques of research, or ‘research methods’, which can be applied reliably irrespective of the talent of the researcher. The second is the recognition that in the social sciences we—humankind—are ourselves the objects of our study. The first line of thought threatens to cut educational research (...)
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  32.  79
    On diffidence: The moral psychology of self-belief.Richard Smith - 2006 - Journal of Philosophy of Education 40 (1):51–62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  33.  15
    The Ancient Quarrel and the Dream of Writing.Richard Smith - 2018 - Journal of Philosophy of Education 52 (4):592-608.
  34. Kinds of Authenticity.George E. Newman & Rosanna K. Smith - 2016 - Philosophy Compass 11 (10):609-618.
    The concept of authenticity plays an important role in how people reason about objects, other people, and themselves. However, despite a great deal of academic interest in this concept, to date, the precise meaning of the term, authenticity, has remained somewhat elusive. This paper reviews the various definitions of authenticity that have been proposed in the literature and identifies areas of convergence. We then outline a novel framework that organizes the existing definitions of authenticity along two key dimensions: describing the (...)
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  35.  24
    Laughter: An Essay on the Meaning of the Comic.Richard Smith - 1913 - International Journal of Ethics 23 (2):216-218.
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  36.  1
    Negotiation as a metaphor for distributed problem solving.Randall Davis & Reid G. Smith - 1983 - Artificial Intelligence 20 (1):63-109.
  37.  37
    Who discovered the expanding universe?Helge Kragh & Robert W. Smith - 2003 - History of Science 41 (2):141-162.
  38.  2
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  39.  53
    Citizenship without Consent: Illegal Aliens in the American Polity.Peter H. Schuck & Rogers M. Smith - 1985 - Yale University Press.
  40.  6
    As if by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157-168.
    Much current educational research shows the influence of two powerful but potentially pernicious lines of thought. The first, which can be traced at least as far back as Francis Bacon, is the ambition to formulate precise techniques of research, or ‘research methods’, which can be applied reliably irrespective of the talent of the researcher. The second is the recognition that in the social sciences we—humankind—are ourselves the objects of our study. The first line of thought threatens to cut educational research (...)
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  41.  5
    On Diffidence: the Moral Psychology of Self-Belief.Richard Smith - 2006 - Journal of Philosophy of Education 40 (1):51-62.
    The language of self-belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self-esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self-belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  42. Completeness of an Ecthetic Syllogistic.Robin Smith - 1983 - Notre Dame Journal of Formal Logic 24 (2):224-232.
  43.  10
    The Joy of Pain: Schadenfreude and the Dark Side of Human Nature.Richard H. Smith - 2013 - Oxford University Press.
    Few people will easily admit to taking pleasure in the misfortunes of others. But who doesn't enjoy it when an arrogant but untalented contestant is humiliated on American Idol, or when the embarrassing vice of a self-righteous politician is exposed, or even when an envied friend suffers a small setback? The truth is that joy in someone else's pain--known by the German word schadenfreude--permeates our society. In The Joy of Pain, psychologist Richard Smith, one of the world's foremost authorities on (...)
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  44.  20
    Thinking with each other: The peculiar practice of the university.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
    This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre's notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre's talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and (...)
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  45.  6
    Thinking With Each Other: the Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309-323.
    This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre’s notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre’s talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and (...)
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  46. Aristotle, Topics I, VIII, and Selections.Robin Smith - 1997 - Oxford University Press.
  47. The Relationship of aristotle's Two Analytics.Robin Smith - 1982 - Classical Quarterly 32 (2):327-335.
    In 1928, Friedrich Solmsen argued that Aristotle'sPosterior Analyticswas largely composed before thePrior Analytics. Ross rejected Solmsen's position in 1939, and a rather lengthy series of rebuttals and counter-attacks between the two scholars followed. Quite recently, Jonathan Barnes has revived this issue with arguments in favour of something very close to Solmsen's thesis: that Aristotle first developed a theory of demonstration (‘apodeictic’) before he had worked out the syllogistic, and that thePosterior Analyticswas originally conceived against this background. Subsequently, when Aristotle formulated (...)
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  48.  90
    The history of psychological categories.Roger Smith - 2005 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 36 (1):55-94.
    Psychological terms, such as ‘mind’, ‘memory’, ‘emotion’ and indeed ‘psychology’ itself, have a history. This history, I argue, supports the view that basic psychological categories refer to historical and social entities, and not to ‘natural kinds’. The case is argued through a wide ranging review of the historiography of western psychology, first, in connection with the field’s extreme modern diversity; second, in relation to the possible antecedents of the field in the early modern period; and lastly, through a brief introduction (...)
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  49.  63
    Does reflexivity separate the human sciences from the natural sciences?Roger Smith - 2005 - History of the Human Sciences 18 (4):1-25.
    A number of writers have picked out the way knowledge in the human sciences reflexively alters the human subject as what separates these sciences from the natural sciences. Furthermore, they take this reflexivity to be a condition of moral existence. The article sympathetically examines this emphasis on reflexive processes, but it rejects the particular conclusion that the reflexive phenomenon enables us to demarcate the human sciences. The first sections analyse the different meanings that references to reflexivity have in the psychological (...)
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  50.  14
    Call for emergency action to limit global temperature increases, restore biodiversity and protect health.Lukoye Atwoli, Abdullah H. Baqui, Thomas Benfield, Raffaella Bosurgi, Fiona Godlee, Stephen Hancocks, Richard Horton, Laurie Laybourn-Langton, Carlos Augusto Monteiro, Ian Norman, Kirsten Patrick, Nigel Praities, Marcel G. M. Olde Rikkert, Eric J. Rubin, Peush Sahni, Richard Smith, Nicholas J. Talley, Sue Turale & Damián Vázquez - 2021 - Journal of Medical Ethics 47 (12):1-1.
    > Wealthy nations must do much more, much faster. The United Nations General Assembly in September 2021 will bring countries together at a critical time for marshalling collective action to tackle the global environmental crisis. They will meet again at the biodiversity summit in Kunming, China, and the climate conference 26) in Glasgow, UK. Ahead of these pivotal meetings, we—the editors of health journals worldwide—call for urgent action to keep average global temperature increases below 1.5°C, halt the destruction of nature (...)
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