Results for 'Renee Janelle Smith'

992 found
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  1.  15
    Identification and Description of Novel Mood Profile Clusters.L. Parsons-Smith Renée, C. Terry Peter & Machin M. Anthony - 2017 - Frontiers in Psychology 8.
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  2.  20
    Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children.Jeffrey D. Karpicke, Janell R. Blunt & Megan A. Smith - 2016 - Frontiers in Psychology 7.
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  3. Philosophical Writings Selected and Translated by Norman Kemp Smith.René Descartes & Norman Kemp Smith - 1952 - Macmillan.
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  4.  18
    Cross-Cultural Validation of Mood Profile Clusters in a Sport and Exercise Context.Alessandro Quartiroli, Renée L. Parsons-Smith, Gerard J. Fogarty, Garry Kuan & Peter C. Terry - 2018 - Frontiers in Psychology 9:408351.
    Mood profiling has a long history in the field of sport and exercise. Several novel mood profile clusters were identified and described in the literature recently (Parsons-Smith, Terry, & Machin, 2017). In the present study, we investigated whether the same clusters were evident in an Italian language, sport and exercise context. The Italian Mood Scale (ITAMS; Quartiroli, Terry, & Fogarty, 2017) was administered to 950 Italian-speaking sport participants (659 females, 284 males, 7 unspecified; age range = 16–63 yr., M (...)
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  5.  5
    Rules for the Direction of the Mind: Discourse on the Method.René Descartes, Benedictus de Spinoza, Elizabeth Sanderson Haldane, David Eugene Smith & William Hale White - 1990 - Encyclopaedia Britannica.
  6. Derrida degree: A question of honour.Barry Smith, Hans Albert, David M. Armstrong, Ruth Barcan Marcus, Keith Campbell, Richard Glauser, Rudolf Haller, Massimo Mugnai, Kevin Mulligan, Lorenzo Peña, Willard Van Orman Quine, Wolfgang Röd, Karl Schuhmann, Daniel Schulthess, Peter M. Simons, René Thom, Dallas Willard & Jan Wolenski - 1992 - The Times 9 (May 9).
    A letter to The Times of London, May 9, 1992 protesting the Cambridge University proposal to award an honorary degree to M. Jacques Derrida.
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  7. A Course in Metaphilosophy for Undergraduates.Renée Smith - 2017 - Teaching Philosophy 40 (1):57-85.
    This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy (1) allows students to draw their own conclusions about what philosophy is, (2) develops students’ metacognitive skills to promote learning, (3) establishes students as members of the philosophical community, and (4) disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including (...)
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  8. How to Teach Philosophy of Mind.Renée Smith - 2016 - Teaching Philosophy 39 (2):177-207.
    The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...)
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  9.  13
    Distance Learning with a Safety Net.Renée J. Smith - 2023 - American Association of Philosophy Teachers Studies in Pedagogy 8:113-114.
    Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in a DL (...)
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  10. Scaffolding Deep Reading Instruction.Renée Smith - 2014 - In Philosophy through Teaching. PDC. pp. 109-115.
    In his 2006 Lenssen Prize–winning paper, “Reading Philosophy with Background Knowledge and Metacognition,”1 David Concepción describes a method of reading instruction that is clearly student-centered in that quality of student learning, and not just discipline-specific knowledge, is a central course objective.2 Moreover, the explicit reading instruction he recommends stands to enrich our students’ understanding of the philosophical content of our courses thus making deep reading, or what has been called “reading to learn,”3 an integral part of the content of a (...)
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  11. Reading to Learn to Read Philosophy.Renee J. Smith - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 2 (10):175-194.
    Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number of obstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.
     
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  12.  12
    Mood Responses Associated With COVID-19 Restrictions.Peter C. Terry, Renée L. Parsons-Smith & Victoria R. Terry - 2020 - Frontiers in Psychology 11.
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  13. The Broad Perception Model and the Transparency of Qualia.Renée Smith - 2011 - Behavior and Philosophy 39:69-81.
    The transparency of qualia to introspection has been given as reason for favoring a representationalist view of phenomenal character. Qualia realists, notably Block (1996, 2000), A.D. Smith (2008), and Kind (2003, 2008), have denied that qualia are transparent. What is clear is that the phenomenology of introspection alone cannot decide the case, but a theory of introspection could. If the qualia realist could show that our introspective access to mental properties is akin to the perceptual access we have to (...)
     
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  14. Shoemaker’s Moderate Qualia Realism and the Transparency of Qualia.Renée J. Smith - 2007 - Disputatio 2 (22):1 - 13.
    Qualia realists hold that experience’s phenomenal character is a non-representational property of experience, what they call qualia. Representationalists hold that phenomenal character is a representational property of experience—there are no qualia (in this particular sense of the word). The transparency of qualia to introspection would seem to count as reason for rejecting qualia realism and favoring representationalism. Sydney Shoemaker defends a middle ground, call it moderate qualia realism, which seems to provide a response to the problem of transparency that in (...)
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  15.  25
    Representationalism, Inversion and Color Constancy.Renée Smith - 2007 - Kriterion - Journal of Philosophy 21 (1):1-15.
    Sydney Shoemaker has gone to great lengths to defend a repre-sentationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consis- tent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism (or, equally, moderate qualia realism) by taking up some middle ground be- tween these two major (...)
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  16.  7
    Representationalism, Inversion and Color Constancy.Renée Smith - 2007 - Kriterion - Journal of Philosophy 1 (21):1-15.
    Sydney Shoemaker has gone to great lengths to defend a repre-sentationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consis- tent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism by taking up some middle ground be- tween these two major camps. This \moderate" view faces (...)
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  17.  14
    Reading to Learn to Read Philosophy.Renée Smith - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):175-194.
    Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number ofobstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.
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  18.  48
    The Summer Ethics Academy.Renée Smith & Julinna Oxley - 2011 - Questions 11:1-5.
    An overview of how the Summer Ethics Academy, at the Jackson Family Center for Ethics and Values at Coastal Carolina University—part of its outreachProgram—encourages children to develop desirable characteristics for middle school children to emulate. The article includes applicable project goals and activities.
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  19. The Transparency of Qualia and the Nature of Introspection.Renée Smith - 2005 - Philosophical Writings 29 (2):21-44.
    The idea that the phenomenal character of experience is determined by non-intentional properties of experience, what philosophers commonly call qualia, seems to conflict with the phenomenology of introspection. Qualia seem to be transparent, or unavailable, to introspection. This has led intentionalists to deny that the phenomenal character of experience is a non-intentional property of experience—to deny there are qualia. It has led qualia realists to deny the transparency of qualia or to question the reliability of introspection. In this paper, I (...)
     
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  20.  80
    Van Cleve and Putnam on Kant’s View of Secondary Qualities.Renée Smith - 2006 - Graduate Faculty Philosophy Journal 27 (1):83-102.
    James Van Cleve provides an analysis of Kant’s view of secondary qualities in response to Hilary Putnam’s claim that Kant holds that “all qualities are secondary qualities.” Van Cleve proposes that we modify the thesis Putnam attributes to Kant in order to arrive at an explanation of both primary and secondary qualities that Kant would endorse. I argue that there is a serious flaw in Van Cleve’s characterization of Putnam’s thesis, namely that there is no significant difference between Putnam’s reading (...)
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  21.  29
    Against Treating Introspection as Perception-Like.Renee Smith - 2010 - PSYCHE: An Interdisciplinary Journal of Research On Consciousness 16 (1):79-86.
    : A perceptual theory of introspection is one that treats introspection as a species of perception or as a special case of perception. Additionally, a perceptual theory of introspection is one for which introspection shares at least some of the essential features of perception. However, I will show that there are certain essential features of perception that introspection lacks. Moreover, those features common to perception and introspection are insufficient to distinguish perception from belief. Thus, there is good reason to deny (...)
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  22. Correlates of exam performance in an introductory logic course.Renee J. Smith & Linda J. Palm - 2014 - APA Newsletter on Teaching Philosophy 1 (14):2-8.
    This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each (...)
     
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  23.  5
    Comparing Student Learning in Traditional and Distance Sections of Introduction to Philosophy.Renée Smith & Linda Palm - 2007 - Discourse: Learning and Teaching in Philosophical and Religious Studies 6 (2):205-225.
  24.  42
    Can the use of 'nanny cams' be morally justified?Renée Smith - 2010 - Think 9 (24):91-96.
    Parents concerned with what goes on when they leave their children at home under the care of someone else might wonder whether or not they should invest in video surveillance equipment. Such technology has become readily available and is relatively inexpensive, but is it morally permissible to use this sort of technology to monitor the care of one's children?
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  25.  48
    Fire alarms, juries, and moral judgment.Renée Smith - 2014 - Think 13 (37):27-34.
    It's nearly 10:00 AM on a Thursday morning and the courtroom is filled with more than 100 members of the jury pool. Court officials, state police officers, and defendants line the halls waiting to be called for pre-trial conferences and for jury selection to begin, then the fire alarm sounds. There is no obvious evidence of fire, no smoke, no shouts, and no other warnings. At the same time, no one announces that there is a fire drill in progress, that (...)
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  26.  34
    Getting Started.Renée Smith & Dennis Earl - 2005 - Teaching Philosophy 28 (3):249-259.
    Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency (...)
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  27.  54
    Moore and Descartes meet in a bar.Renée Smith - 2012 - Think 11 (31):21-26.
    Philosophers typically distinguish between a priori and a posteriori beliefs, knowledge, justification, and propositions. A belief is a priori if it is derived from reason, and it is a posteriori if it is derived from sense experience. Similarly, we would say that we know a priori that ‘a closed, n-sided figure has n interior angles’ because our knowledge is derived from reason in that we understand the concept of a closed, n-sided figure and thus know the statement is true. On (...)
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  28. Book Review: Democracy’s Reconstruction: Thinking Politically with W.E.B. Du Bois. [REVIEW]Michelle Renée Smith - 2012 - Political Theory 40 (3):394-397.
  29.  13
    Mood Profiling in Singapore: Cross-Cultural Validation and Potential Applications of Mood Profile Clusters.Christie S. Y. Han, Renée L. Parsons-Smith & Peter C. Terry - 2020 - Frontiers in Psychology 11.
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  30.  13
    Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners.Betty Achinstein, Krista Adams, Steven Z. Athanases, EunJin Bang, Martha Bleeker, Cynthia L. Carver, Yu-Ming Cheng, Renée T. Clift, Nancy Clouse, Kristen A. Corbell, Sarah Dolfin, Sharon Feiman-Nemser, Maida Finch, Jonah Firestone, Steven Glazerman, MariaAssunção Flores, Susan Hanson, Lara Hebert, Richard Holdgreve-Resendez, Erin T. Horne, Leslie Huling, Eric Isenberg, Amy Johnson, Richard Lange, Julie A. Luft, Pearl Mack, Julia Moore, Jennifer Neakrase, Lynn W. Paine, Edward G. Pultorak, Hong Qian, Alan J. Reiman, Virginia Resta, John R. Schwille, Sharon A. Schwille, Thomas M. Smith, Randi Stanulis, Michael Strong, Dina Walker-DeVose, Ann L. Wood & Peter Youngs - 2010 - R&L Education.
    This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.
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  31.  16
    Flattening the Rationing Curve: The Need for Explicit Guidelines for Implicit Rationing during the COVID-19 Pandemic.Kayte Spector-Bagdady, Naomi Laventhal, Megan Applewhite, Janice I. Firn, Norman D. Hogikyan, Reshma Jagsi, Adam Marks, Renee McLeod-Sordjan, Lisa S. Parker, Lauren B. Smith, Christian J. Vercler & Andrew G. Shuman - 2020 - American Journal of Bioethics 20 (7):77-80.
    Volume 20, Issue 7, July 2020, Page 77-80.
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  32.  1
    The Descartes dictionary.Kurt Smith - 2015 - New York: Bloomsbury Academic.
    The Descartes Dictionary is an accessible guide to the world of the seventeenth-century philosopher René Descartes. Meticulously researched and extensively cross-referenced, this unique book covers all his major works, ideas and influences, and provides a firm grounding in the central themes of Descartes' thought. The introduction provides a biographical sketch, a brief account of Descartes' philosophical works, and a summary of the current state of Cartesian studies, discussing trends in research over the past four decades. The A-Z entries include clear (...)
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  33.  18
    Jean-Sylvain Bailly, Astronomer, Mystic, Revolutionary, 1736-1793. Edwin Burrows Smith.René Taton - 1959 - Isis 50 (2):182-183.
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  34.  33
    Philosophy Through Science Fiction: A Coursebook with Readings.Ryan Nichols, Nicholas D. Smith & Fred Dycus Miller (eds.) - 2008 - Routledge.
    _Philosophy Through Science Fiction_ offers a fun, challenging, and accessible way in to the issues of philosophy through the genre of science fiction. Tackling problems such as the possibility of time travel, or what makes someone the same person over time, the authors take a four-pronged approach to each issue, providing · a clear and concise introduction to each subject · a science fiction story that exemplifies a feature of the philosophical discussion · historical and contemporary philosophical texts that investigate (...)
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  35. René Descartes, Meditations On First Philosophy Reviewed by.Kurt Smith - 1997 - Philosophy in Review 17 (4):236-239.
     
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  36.  33
    New studies in the philosophy of Descartes: Descartes as pioneer.Norman Kemp Smith - 1952 - New York: Garland.
  37.  6
    Rene Girard and Creative Reconciliation.Cameron Thomson, Sandor Goodhart, Nadia Delicata, Jon Pahl, Sue-Anne Hess, Peter Smith, Eugene Webb, Frank Richardson, Kathryn Frost, Leonhard Praeg, Steve Moore, Rupa Menon, Duncan Morrow, Joel Hodge, Cynthia Stirbys, Angela Kiraly, Nikolaus Wandinger & Miguel de Las Casas Rolland (eds.) - 2014 - Lexington Books.
    The contribution of this book to the field of reconciliation is both theoretical and practical, recognizing that good theory guides effective practice and practice is the ground for compelling theory. Using a Girardian hermeneutic as a starting point, a new conceptual Gestalt emerges in these essays, one not fully integrated in a formal way but showing a clear understanding of some of the challenges and possibilities for dealing with the deep divisions, enmity, hatred, and other effects of violence.
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  38.  20
    Studies in the Cartesian philosophy.Norman Kemp Smith - 1902 - New York: Garland.
    The problem of Descartes.--The method of Descartes.--The metaphysics of Descartes.--The Cartesian principles in Spinoza and Leibniz.--The Cartesian principles in Locke.--Hume's criticism of the Cartesian principles.--The transition to Kant.
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  39.  8
    Transactions of the American Philosophical Society.A. Mark Smith - 1987 - Philadelphia: American Philosophical Society.
  40.  3
    Studies in Cartesian philosophy.Norman Kemp Smith - 1920 - Russell & Russell.
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  41.  37
    Replacing Descartes’s “Thinking Thing” With Deely’s “Semiotic Animal”.Richard Currie Smith - 2016 - American Journal of Semiotics 32 (1/4):143-204.
    French mathematician and natural philosopher René Descartes in the early seventeenth century developed his “thinking thing” definition of human being. This ontological construct that places the rational intellect of mankind as separate and superior to the natural world became the centerpiece of the Enlightenment and established the Modern Age. Descartes’s definition underlay the scientific and industrial revolution, colonialism, and the cultural imperialism of the West to become globalized along with modernity. With the marvelous technological advances of the worldwide spread of (...)
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  42.  18
    The Merleau-Ponty Aesthetics Reader: Philosophy and Painting.Michael B. Smith (ed.) - 1993 - Northwestern University Press.
    Merleau-Ponty's essays on aesthetics are some of the major accomplishments of his philosophical career, and rank even today among the most sophisticated reflections on art in all of twentieth-century philosophy. His essays on painting, "Cezanne's Doubt", "Indirect Language and the Voices of Silence", and "Eye and Mind", have inspired new approaches to epistemology, ontology, and the philosophy of history. Galen A. Johnson has gathered these essays for the first time into a single volume and augmented them with essays by distinguished (...)
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  43.  17
    What Is a World?: Deception, Possibility, and the Uses of Fiction from Cervantes to Descartes.Justin E. H. Smith - 2016 - Journal of Early Modern Studies 5 (2):9-27.
    In this short essay I will aim to show that literary fiction is consistently at the vanguard of the exploration of philosophical problems relating to the concept of world, while what we think of as philosophy, in the narrower sense, typically arrives late on the scene, picking up themes that have already been explored in literary texts that are explicitly intended as exercises of the imagination. I will pursue this argument with a sustained investigation of the shared aims and methods (...)
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  44.  1
    Black-on-Black Violence: The Intramediation of Desire and the Search for a Scapegoat.Fred Smith - 1999 - Contagion: Journal of Violence, Mimesis, and Culture 6 (1):32-44.
    In lieu of an abstract, here is a brief excerpt of the content:BLACK-ON-BLACK VIOLENCE: THE INTRAMEDIATION OF DESIRE AND THE SEARCH FOR A SCAPEGOAT Fred Smith Emory University René Girard's mimetic hypothesis provides a means of interpreting texts in terms of a systematic understanding ofcultural formations such as ritual, prohibition, and myth. It is based on an anthropology which accepts that most cultural texts are generated by an agency that does not appear explicitly or thematically within the texts themselves. (...)
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  45. René Descartes, Meditations On First Philosophy. [REVIEW]Kurt Smith - 1997 - Philosophy in Review 17:236-239.
     
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  46.  23
    René van der Veer and Jaan Valsiner, Understanding Vygotsky: A Quest for Synthesis. Oxford: Blackwell, 1991. Pp. xi + 450. ISBN 0-631-16528-2. £35.00. [REVIEW]Roger Smith - 1993 - British Journal for the History of Science 26 (1):122-123.
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  47.  21
    An Exemplary Life.Steven B. Smith - 2004 - Review of Metaphysics 57 (3):571-597.
    IT IS A TRUTH UNIVERSALLY ACKNOWLEDGED THAT René Descartes is the founder of modern philosophy. There is far less consensus on the question of what his modernity means. The majority of Descartes’s readers have focused on the cogito, the “I think” that is the fons et origo of all knowledge. The method of doubt and the famous rules of evidence have played a crucial role in the formation of a distinctively modern search for foundations of truth. Political theorists have frequently (...)
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  48.  49
    Bodily Experience and Bodily Self Knowledge: Feeling and Knowing Oneself as a Physical Agent.Adrian John Tetteh Smith - unknown
    I tend to think of myself as bodily. Probably, so do you. Philosophically this takes some explaining. A candidate explanation is this: The bodily self is a physical agent. Knowledge of oneself as bodily is fundamentally knowledge of oneself as agentive; such knowledge is grounded in both experience of oneself as instantiating a bodily structure that affords a limited range of actions; and experience of oneself as a physical agent that tries to perform a limited range of actions over time. (...)
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  49.  19
    Review of René Berthelot: Un Romantisme Utilitaire Étude Sur le Mouvement Pragmatiste[REVIEW]Richard Smith - 1912 - International Journal of Ethics 23 (1):103-104.
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  50.  5
    Studies in Seventeenth-Century European Philosophy. [REVIEW]Kurt Smith - 2000 - Review of Metaphysics 53 (3):735-735.
    This book is a collection of eight substantial essays, the overall aim of which is to shed new light on the works of René Descartes, Gottfried Leibniz, and Pierre Bayle. The essays are original, and not reprints of earlier publications, having come to the collection by way of two separate commissions, and represent some of the best early Modern scholarship done within the past decade. The contributors are Stephen Menn, Tad Schmaltz, Steven Nadler, Stuart Brown, Christia Mercer, Catherine Wilson, Thomas (...)
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