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  1. The existential turn in philosophy of education: In defence of liberal autonomy.Alistair Miller - 2022 - Journal of Philosophy of Education 56 (2):356-370.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 356-370, April 2022.
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  • Non‐violencing: Imagining Non‐violence Pedagogy with Laozi and Deleuze.Charles Tocci & Seungho Moon - 2020 - Journal of Philosophy of Education 54 (3):541-562.
    Journal of Philosophy of Education, EarlyView.
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  • Mitigating the Necessity of the Past in the Second Half of the Twelfth Century: Future-Dependent Predestination.Wojciech Wciórka - 2019 - Vivarium 58 (1-2):29-64.
    Early twelfth-century logicians invoked past-tensed statements with future-oriented contents to undermine the assumption that every proposition ‘about the past’ is determinate. In the second half of the century, the notion of future-dependence was used to restrict the scope of necessity per accidens. At some point, this idea began to be applied in theology to solve puzzles surrounding predestination, prescience, prophecy, and faith. In the mid-1160s, Magister Udo quotes some thinkers who insisted that the principle of the necessity of the past (...)
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  • Thomas Reid, O método de filosofar e a rejeição do ceticismo.Roberto Hofmeister Pich - 2010 - Dissertatio 32:243-275.
    O presente estudo tem o propósito de descrever e analisar um elemento da crítica de Thomas Reid ao ceticismo. Em boa medida, o cerne dessa é a sua crítica à “teoria geral das ideias”. Uma parte menos explorada dessa crítica, e que é o seu pano de fundo, é a concepção reidiana sobre o método de obtenção das verdades filosóficas. Aqui, um item central é a reflexão sobre a adoção de certas “regras do filosofar” de acordo com Reid. A relevância (...)
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  • Jean-Jacques Rousseau and Mary Wollstonecraft on the imagination.Martina Reuter - 2017 - British Journal for the History of Philosophy 25 (6):1138-1160.
    ABSTRACTThe article compares Rousseau’s and Wollstonecraft’s views on the imagination. It is argued that though Wollstonecraft was evidently influenced by Rousseau, there are significant differences between their views. These differences are grounded in their different views on the faculty of reason and its relation to the passions. Whereas Rousseau characterizes reason as a derivative faculty, grounded in the more primary faculty of perfectibility, Wollstonecraft perceives reason as the faculty defining human nature. It is argued that contrary to what is often (...)
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