Results for 'Simone Gralton Thornton'

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  1. Place-based philosophical education: Reconstructing ‘place’, reconstructing ethics.Simone Thornton, Mary Graham & Gilbert Burgh - 2021 - Childhood and Philosophy 17:1-29.
    Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...)
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  2.  46
    Growing up with philosophy in Australia: Philosophy as cultural discourse.Simone Thornton & Gilbert Burgh - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 236‒249.
    As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...)
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  3.  41
    The educational cost of philosophical suicide: What it means to be lucid.Simone Thornton - 2019 - Educational Philosophy and Theory 51 (6):608-618.
    The struggle to become lucid is at the heart of The Myth of Sisyphus. To understand the absurd is to understand that the fit between our conception of the world and the world itself is fraught with uncertainty; lucidity is the elucidation of the absurd. To be lucid is to revolt against the type of certainty that leads to suffering; to revolt against philosophical suicide. Camus teaches us the intellectual humility that stays hands; there is no reasoning that justifies suffering. (...)
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  4.  67
    Lucid Education: Resisting resistance to inquiry.Gilbert Burgh & Simone Thornton - 2016 - Oxford Review of Education 42 (2):165–177.
    Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...)
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  5.  72
    Inoculation against Wonder: Finding an antidote in Camus, pragmatism and the community of inquiry.Gilbert Burgh & Simone Thornton - 2016 - Educational Philosophy and Theory 48 (9):884-898.
    In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...)
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  6.  21
    Ontology and Ethics: Løgstrup between Heidegger and Levinas.Simon Thornton - 2020 - The Monist 103 (1):117-134.
    This paper provides an exposition and critical assessment of a fundamental disagreement between Løgstrup’s and Levinas’s otherwise closely aligned ethical phenomenologies. The disagreement concerns the putative compatibility of ethics and ontology, where in stark contrast to Levinas’s ethics, which proceeds from a critique of the ‘primacy of ontology’ in Western thought, Løgstrup brands his own ethical project as ‘ontological ethics’. First, I provide an interpretation of Løgstrup’s ontological ethics, clarifying in particular the influence of hermeneutic and existential analysis on Løgstrup’s (...)
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  7. Philosophy goes to school in Australia: A history 1982-2016.Gilbert Burgh & Simone Thornton - 2016 - Journal of Philosophy in Schools 3 (1):59-83.
    This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...)
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  8.  25
    Reflecting on place: Environmental education as decolonisation.Simone Thornton, Mary Graham & Gilbert Burgh - 2019 - Australian Journal of Environmental Education 35 (3):239-249.
    We argue that to face climate change, all education, from kindergarten to tertiary, needs to be underpinned by environmental education. Moreover, as a site of reframing, education when coupled with philosophy is a possible site of influencing societal reframing in order to re-examine our relations to nature or our natural environment. However, we contend that as philosophy has been largely absent from curricula, it is vital to redress this issue. Further, the environment cannot be viewed simply as subject matter for (...)
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  9.  35
    Philosophical Inquiry with Children: The development of an inquiring society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
  10.  32
    Teaching democracy in an age of uncertainty: Place-responsive learning.Gilbert Burgh & Simone Thornton - 2021 - Abingdon, UK: Routledge.
    The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...)
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  11.  27
    Rethinking teacher preparation for teaching controversial topics in a community of inquiry.Simone Thornton, Gilbert Burgh, Jennifer Bleazby & Mary Graham - 2023 - In Arie Kizel (ed.), Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking. Abingdon; New York: Routledge. pp. 194-203.
    Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...)
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  12.  57
    Making Peace Education Everyone’s Business.Gilbert Burgh & Simone Thornton - 2017 - In Ching-Ching Lin & Levina Sequeira (eds.), Inclusion, Diversity and Intercultural Dialogue in Young People's Philosophical Inquiry. Rotterdam: pp. 55-65.
    We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...)
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  13. Philosophy for children in Australia: Then, now, and where to from here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of practicing philosophy with (...)
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  14.  23
    What about place? Education, identity and ecological justice.Mary Graham, Simone Thornton & Gilbert Burgh - 2022 - Educators Learning Through Communities of Philosophical Enquiry [Special Issue]. BERA Blog (21 September).
    Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.
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  15.  78
    From Harry to Philosophy Park: The development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...)
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  16. Engagement as dialogue: Camus, pragmatism and constructivist pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  17. ‘Do not block the way of inquiry’: cultivating collective doubt through sustained deep reflective thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  18.  24
    Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2023 - Educational Philosophy and Theory 55 (10):1096–1108.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  19.  25
    Moral Grace: On Løgstrup’s Theory of Expressions of Life.Simon Thornton - 2021 - Mind 130 (519):759-781.
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  20.  14
    Practical irony: Reflections on a theme in the work of Jonathan Lear.Simon Thornton - 2021 - European Journal of Philosophy 30 (2):840-853.
    European Journal of Philosophy, Volume 30, Issue 2, Page 840-853, June 2022.
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  21. Guilty?'/'not guilty?' Kierkegaardian reflections on carbon ideologies.Simon Thornton - 2023 - In Jakub Kowalewski (ed.), The Environmental Apocalypse: Interdisciplinary Reflections on the Climate Crisis.
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  22.  28
    The Phenomenology of Moral Agency in the Ethics of K. E. Logstrup.Simon Thornton - 2017 - Dissertation, University of Essex
    Many philosophers hold that moral agency is defined by an agent’s capacity for rational reflection and self-governance. It is only through the exercise of such capacities, these philosophers contend, that one’s actions can be judged to be of distinctively moral value. The moral phenomenology of the Danish philosopher and theologian K. E. Løgstrup, currently enjoying a revival of interest amongst Anglo-American moral philosophers, is an exception to this view. Under the auspices of his signature theory of the ‘sovereign expressions of (...)
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  23.  38
    The philosophical classroom: An Australian story.Gilbert Burgh & Simone Thornton - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 1-5.
  24.  4
    Editorial. Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities.Jennifer Bleazby, Gilbert Burgh, Simone Thornton, Mary Graham, Alan Reid & Ilana Finefter-Rosenbluh - 2023 - Educational Philosophy and Theory 55 (10):1087–1095.
    One challenge posed by climate change education is that, despite the scientific consensus on human induced climate change, the issue is controversial and politicised. A recent poll conducted in the USA revealed that 45% of respondents did not believe that human activity is a key cause of climate change, while 8.3% denied that climate change was occurring at all. The poll also found that those with conservative political beliefs were far more likely to deny anthropogenic climate change. The controversial nature (...)
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  25. Ecosocial citizenship education: Facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  26. Levinas and 'Finite Freedom'.James H. P. Lewis & Simon Thornton - 2022 - In Joe Saunders (ed.), Freedom After Kant: From German Idealism to Ethics and the Self. London: Blackwell's.
    The ethical philosophy of Emmanuel Levinas is typically associated with a punishing conception of responsibility rather than freedom. In this chapter, our aim is to explore Levinas’s often overlooked theory of freedom. Specifically, we compare Levinas’s account of freedom to the Kantian (and Fichtean) idea of freedom as autonomy and the Hegelian idea of freedom as relational. Based on these comparisons, we suggest that Levinas offers a distinctive conception of freedom—“finite freedom.” In contrast to Kantian autonomy, finite freedom constitutively involves (...)
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  27.  4
    Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia Gilbert Burgh and Simone Thornton, eds. Routledge, 2019, Pp. 297. [REVIEW]Walter Omar Kohan - 2021 - Educational Theory 71 (2):297-305.
  28.  37
    Explicit mechanisms do not account for implicit localization and identification of change: An empirical reply to Mitroff et al (2000).Diego Fernandez-Duque & Ian Thornton - 2003 - Journal of Experimental Psychology 29 (5).
    Several recent findings support the notion that changes in the environment can be implicitly represented by the visual system. S. R. Mitroff, D. J. Simons, and S. L. Franconeri (2002) challenged this view and proposed alternative interpretations based on explicit strategies. Across 4 experiments, the current study finds no empirical support for such alternative proposals. Experiment 1 shows that subjects do not rely on unchanged items when locating an unaware change. Experiments 2 and 3 show that unaware changes affect performance (...)
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  29.  16
    Stephen Crain & Rosalind Thornton, Investigations in Universal Gram-mar: A Guide to Experiments on the Acquisition of Syntax and Semantics. [REVIEW]Stephen Crain & Rosalind Thornton - 2000 - Linguistics and Philosophy 23 (5):523-532.
  30.  2
    Simone Weil, l'expérience de la vie et le travail de la pensée.Simone Weil - 1998 - Arles: Editions Sulliver. Edited by Domenico Canciani & Charles Jacquier.
    Porté aux nues par les écrivains du XIXè siècle qui voyaient en lui le type même du poète maudit, Byron (1788-1824) a subi au XXè siècle un long purgatoire avant d'être enfin reconnu comme une personnalité littéraire de premier plan. Après les traductions en prose du siècle dernier qui, malgré leur mérite, n'offraient qu'un pâle reflet, on redécouvre aujourd'hui toute la virtuosité d'un poète qui jongle avec les rimes et les rythmes et qui demandait donc à être traduit en vers. (...)
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  31.  5
    Simone Weil, an anthology.Simone Weil - 1986 - London: Virago. Edited by Siân Miles.
  32. The Simone Weil Reader.Simone Weil & George Andrew Panichas - 1977 - Wakefield, Rhode Island / London: Moyer Bell.
     
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  33.  75
    The notebooks of Simone Weil.Simone Weil - 1956 - New York: Routledge.
    Simone Weil (1909-1943) was a defining figure of the twentieth century; a philosopher, Christian, resistance fighter, anarchist, feminist, labor activist and teacher. She was described by T. S. Eliot as "a woman of genius, of a kind of genius akin to that of the saints," and by Albert Camus as "the only great spirit of our time." Originally published posthumously in two volumes, these newly reissued notebooks, are among the very few unedited personal writings of Weil's that still survive (...)
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  34. Interview - Simon Blackburn.Simon Blackburn - 2008 - The Philosophers' Magazine 40 (40):38-39.
    Cambridge professor Simon Blackburn is best known to the general public as the author of several books of popular philosophy such as  ink, Being Good andTruth: a Guide for the Perplexed. Academic philosophers also know him as the author of one of the most important books of contemporary moral philosophy, Ruling Passions, and as a former editor of the leading journal Mind.
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  35.  38
    Gilles Deleuze, Simone Weil and the Stoic Apprenticeship: Education as a Violent Training.Simone Kotva - 2015 - Theory, Culture and Society 32 (7-8):101-121.
    In 1971, Ivan Illich wrote that school had become the world religion of a modernized proletariat. Without undoing the power of human interaction undergirding it, understanding how we learn is thus vital to undoing the institutional power of the West – of ‘deschooling’ society. Responding to the conflict between secular and religious schemes of education, the article investigates the ways in which the ‘atheist’ Gilles Deleuze and the ‘mystic’ Simone Weil both employed related stratagems from Stoic philosophy to critique (...)
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  36. Simon Tormey interviews Gerald Cohen.Simon Tormey - 2009 - Contemporary Political Theory 8 (3):351-362.
  37.  34
    Interview - Simon Blackburn.Simon Blackburn - 2008 - The Philosophers' Magazine 40:38-39.
    Cambridge professor Simon Blackburn is best known to the general public as the author of several books of popular philosophy such as  ink, Being Good andTruth: a Guide for the Perplexed. Academic philosophers also know him as the author of one of the most important books of contemporary moral philosophy, Ruling Passions, and as a former editor of the leading journal Mind.
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  38.  30
    Simon Moser.Simon Moser - 1960 - Atti Del XII Congresso Internazionale di Filosofia 2:491-492.
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  39.  20
    Simon Mosek.Simon Moser - 1960 - Atti Del XII Congresso Internazionale di Filosofia 3:477-479.
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  40. II—Simon Kirchin: Evaluation, Normativity and Grounding.Simon Kirchin - 2013 - Aristotelian Society Supplementary Volume 87 (1):179-198.
    I consider the ‘normative relevance’ argument and the idea of grounding. I diagnose why there appears to be a tension between the conclusion that we are tempted to reach and the intuition that the normative is grounded in or by the non‐normative. Much of what I say turns on the idea of the normative itself. In short, I think that concentrating on this idea can help us see how the tension arises. My aim is to encourage people to reconceptualize the (...)
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  41.  3
    La vie de Simone Weil: avec des lettres et d'autres textes inédits de Simone Weil.Simone Pétrement - 1997 - [Paris]: Fayard. Edited by Simone Weil.
    Simone Weil (1909-1943) occupe une place tout à fait singulière dans l'histoire de la philosophie française contemporaine. Sans doute son acharnement à vivre en conformité absolue avec ses principes y est-il pour beaucoup et l'image de cette femme atteinte de tuberculose se laissant mourir, à Londres, en 1943, des privations qu'elle s'est imposées parce qu'elle n'est plus en état de combattre, illustre mieux qu'aucun autre de ses actes la nature de son engagement (physique autant que moral et intellectuel) du (...)
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  42.  43
    Simone de Beauvoir: A Critical Introduction. By Edward Fullbrook and Kate Fullbrook. New York: Polity Press/Blackwell, 1998.Margaret A. Simons - 1998 - Hypatia 14 (4):183-186.
  43.  18
    Simon Kochen. Topics in the theory of definition. The theory of models, Proceedings of the 1963 International Symposium at Berkeley, edited by J. W. Addison, Leon Henkin, and Alfred Tarski, Studies in logic and the foundations of mathematics, North-Holland Publishing Company, Amsterdam1965, pp. 170–176. - Walter Felscher. On criteria of definability. Proceedings of the American Mathematical Society, vol. 19 (1968), pp. 834–836. [REVIEW]Simon Kochen, J. W. Addison, Leon Henkin, Alfred Tarski & Walter Felscher - 1969 - Journal of Symbolic Logic 34 (2):300-301.
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  44.  51
    Simon Keller, Partiality: Princeton University Press, Princeton/oxford, 2013, $35.00, 176pp.Simon Derpmann - 2014 - Ethical Theory and Moral Practice 17 (2):347-348.
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  45. Interview by Simon Cushing.Elizabeth Anderson & Simon Cushing - 2014 - Journal of Cognition and Neuroethics (Philosophical Profiles).
    Simon Cushing conducted the following interview with Elizabeth Anderson on 18 June 2014.
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  46.  39
    The limits of loyalty * by Simon Keller. [REVIEW]Simon Keller - 2009 - Analysis 69 (2):392-394.
    Simon Keller's The Limits of Loyalty makes an important and valuable contribution to a neglected area of moral psychology, both in presenting a clear and subtle account of loyalty in its various manifestations, and in challenging some assumptions about the role of loyalty in a morally decent life. Loyalty's domain is that of special relationships, and for some relationship types, Keller argues that these relationships rightly carry some motivational force, as in his analysis of filial duties. In other cases, such (...)
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  47.  19
    The Occult Mind of Simone Weil.Simone Kotva - 2019 - Philosophical Investigations 43 (1-2):122-141.
    Philosophical Investigations, EarlyView.
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  48. Simone de Beauvoir Et la Lutte des Femmes.Catherine Clément, Simone de Beauvoir & Stéphane Cordier - 1975 - [S.N.].
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  49.  5
    Simon L. Frank, Der Gegenstand des Wissens: Grundlagen und Grenzen der begrifflichen Erkenntnis. [REVIEW]Simon L. Frank - 2003 - Studies in East European Thought 55 (3):271-274.
  50.  96
    Two Interviews with Simone de Beauvoir.Simone De Beauvoir, Margaret A. Simons & Jane Marie Todd - 1988 - Hypatia 3 (3):11 - 27.
    In these interviews from 1982 and 1985, I ask Beauvoir about her philosophical differences with Jean-Paul Sartre on the issues of voluntarism vs social conditioning and embodiment, individualism vs reciprocity, and ontology vs ethics. We also discuss her influence on Sartre's work, the problems with the current English translation of The Second Sex, her analyses of motherhood and feminist concepts of woman-identity, and her own experience of sexism.
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