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The Continental Philosophy Reader

New York: Routledge (1995)

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  1. Levinas and environmental education.Joy Hardy - 2002 - Educational Philosophy and Theory 34 (4):459–476.
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  • Is there a phenomenological research program?Steven Crowell - 2002 - Synthese 131 (3):419-444.
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  • Something 'paralogical' under the sun: Lyotard's postmodern condition and science education.Michalinos Zembylas - 2000 - Educational Philosophy and Theory 32 (2):159–184.
    Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...)
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  • Presenting philosophy – What science has taught me about it.Massimo Pigliucci - 2021 - Human Affairs 31 (4):439-447.
    Presenting philosophy properly, in a way that is clear and accessible to our target audience, is of paramount importance. In this essay I draw on my dual experience as a scientist and a philosopher to arrive at some general recommendations for good practice. Specifically, I discuss why presentation matters, whether a bad presentation style is a valid criticism of a philosopher’s work, how we may adapt our message to the variety of communication media available today, and what, if any, is (...)
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  • Gilles Deleuze: psychiatry, subjectivity, and the passive synthesis of time.Marc Roberts - 2006 - Nursing Philosophy 7 (4):191-204.
    Although ‘modern’ mental health care comprises a variety of theoretical approaches and practices, the supposed identification of ‘mental illness’ can be understood as being made on the basis of a specific conception of subjectivity that is characteristic of ‘modernity’. This is to say that any perceived ‘deviation’ from this characteristically ‘modern self’ is seen as a possible ‘sign’ of ‘mental illness’, given a ‘negative determination’, and conceptualized in terms of a ‘deficiency’ or a ‘lack’; accordingly, the ‘ideal’‘therapeutic’ aim of ‘modern’ (...)
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  • In the neighbourhood of uncertainty : poststructuralisms and environmental education.Joy Hardy - unknown
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