Results for 'Do Duc Lan'

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  1.  2
    Promoting Skills-Based Education in the 21st Century: A Dataset of Vietnamese Secondary Students.Do Duc Lan, Bui Thi Dien, Hoang Phuong Hanh, Ly Quoc Bien, Bui Dieu Quynh, Nguyen Hong Lien & Le Anh Vinh - 2021 - VIETNAM JOURNAL OF EDUCATIONAL SCIENCES 1 (June/2020):38-45.
    As the world has become more digitally interconnected than ever before in the 21stcentury, the next generation is required to possess various sets of new skills to (...)
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  2. The DKAP Project The Country Report of Vietnam.Le Anh Vinh, Pham Duc Quang & Do Duc Lan - manuscript
    Viet Nam is at the beginning of the Fourth Industrial Revolution. In order to grasp the opportunities that the revolution has brought about, and to successfully build (...)
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  3. The COVID-19 Containment in Vietnam: What Are We Doing?Toan Luu Duc Huynh - 2020 - Journal of Global Health 10 (1):010338.
    This viewpoint provides an explanation from the public health policies of Vietnamese government to contain the contagious disease with regard to COVID-19 pandemic. A combination of (...)an early lockdown, increase inviralityof the health information, encouragement in health declaration, regulation for wearing mask in the public, and countrys unity have been the effective ways to cope with this deadly virus in Vietnam, a developing country, which became the first country to halt the SARS spread successfully in 2003. (shrink)
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  4. The Status of Educational Sciences In Vietnam: A Bibliometric Analysis From Clarivate Web Of Science Database Between 1991 And 2018.Quan-Hoang Vuong, Do Minh Trang, Pham Thi Van Anh, Thi-An Do, Phuong-Thuc Doan, Anh-Duc Hoang, Thu-Hang Ta, Quynh-Anh Le & Hiep-Hung Pham - 2020 - Problems of Education in the 21st Century 78 (4):644-662.
    Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which (...)
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  5. Vai trò của nhóm nghiên cứu đối với việc công bố quốc tế trong lĩnh vực khoa học tự nhiên kỹ thuật.Bui Minh Duc, Nguyen Thi Thu Ha & Nguyen Dinh Duc - 2019 - VNU Journal of Science: Education Research 35 (2):12-23.
    Công bố khoa học được xem một trong những thước đo trình độ phát triển khoa học công nghệ sức cạnh tranh của mỗi một (...)
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  6.  84
    A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group (...) and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity - ambiguity) if we rely solely on technology. Students of today's Z generation (born around 1997 onwards) are not only more proficient with technology from birth, but also have completely different psychological characteristics and needs to be compared to the previous generation. In the 20s of the upcoming XXI century, researchers are ready a name to give birth to the generation that is about to be born? And what do we, as educators, prepare to foster contemporary generations of students? Let's take a look at some of the outstanding educational research in 2019, whether we can name a new challenge or feel the intangible challenges will suddenly come in 2020? (shrink)
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  7.  40
    Nghiên cứu do NAFOSTED tài trợ vừa được công bố trên tạp chí Scientific Data.Ngọc Huyền - 2018 - Khoa Học and Phát Triển 2018 (9):1-3.
    Nhóm nghiên cứu thuộc dự án Mạng lưới các nhà khoa học hội Việt Nam (NVSS) vừa bài công bố trên Scientific Data, một tạp (...)
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  8. Tổng quan bộ dữ liệu tả quan điểm của giáo viên đối với những hỗ trợ từ trường học trong thời gian diễn ra dịch COVID-19.Ngoc Thuy Ta - unknown
    Đại dịch COVID-19 đã gây ra những diễn biến phức tạp, khó lường tác động đến nhiều mặt của đời sống hội, lĩnh vực (...)giáo dục cũng không nằm ngoài tác động đó. Học sinh được trải nghiệm học tập trực tuyến những khoảng thời gianbất thườngrời xa trường lớp, bạn tự học nhà (Hoang, 2020; Tran, 2020). Các hoạt động khoa học giáo dục cũng chịu tác động không nhỏ (Vuong, 2018). Đời sống vật chất lẫn tinh thần của đội ngũ giáo viên cả trong nước lẫn giáo viên nước ngoài đi dạy tại các quốc gia đều bị suy giảm (Vu et al., 2020). Đã gần 42.000 giáo viên phải hoãn hợp đồng làm việc không lương, trong đó 29.700 giáo viên mẫu giáo bỗng chốc trở nên thất nghiệp phải làm các công việc thời vụ để đáp ứng đời sống thường nhật (Bich Thanh, 2020). Khoảng 70% các tổ chức giáo dục nhân thể sẽ phá sản khi không thể lưu động đủ chi trả các loại hình tài chính khác nhau (Nguyen, 2020). Rất nhiều trường học đang lo lắng về tình trạng không mong muốn này bởi giáo viên sẽ không thể đảm bảo chất lượng công việc khi chất lượng cuộc sống của họ cũng đang bị đe dọa (Canrinus et al., 2012). Hơn nữa, hiệu suất làm việc giáo viên được cho yếu tố tác động quan trọng ảnh hưởng nhiều nhất đến học sinh (Darling-Hammond and Youngs, 2002; Staiger and Rockoff, 2010), so với các tác động bên ngoài như lòng yêu nghề, cách diễn đạt, sự tương tác hay mối quan hệ giữa giáo viên học sinh (Marsh and Bailey, 1991). (shrink)
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  9.  90
    A Decidable Multi-Agent Logic for Reasoning About Actions, Instruments, and Norms.Kees van Berkel, Tim Lyon & Francesco Olivieri - 2020 - In Mehdi Dastani, Huimin Dong & Leon van der Torre (eds.), Logic and Argumentation. pp. 219 - 241.
    We formally introduce a novel, yet ubiquitous, category of norms: norms of instrumentality. Norms of this category describe which actions are obligatory, or prohibited, as instruments for (...)
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  10. Xu hướng ứng dụng Công nghệ trong Giáo dục: Cải tổ toàn diện một thế hệ người học mới.Anh-Duc Hoang - 2020 - Tuổi Trẻ Cuối Tuần 2020 (1):1-2.
    TTCT - Những đứa trẻ thuộc thế hệ Alpha (sinh từ năm 2011-2025) khi vừa chào đời đã được bủa vây bởi công nghệ. Chính thế, (...)
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  11.  24
    Các tạp chí KH Nga rút bỏ hơn 800 công bố.Nguyên Huyên - 2020 - SSHPA 2020 (1):1-2.
    Các tạp chí Nga vừa đợt rút hơn 800 bài báo khoa học. Đây kết quả bước đầu của cuộc điều tra quy lớn (...)
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  12. Hoàn thiện pháp luật về chi nhánh ngân hàng nước ngoài Việt Nam.Nguyễn Thị Thanh Huyền - 2015 - Dissertation, Vietnam National University, Hanoi
    Quá trình hội nhập kinh tế quốc tế của Việt Nam đã trở thành xu thế tất yếu đang diễn ra ngày càng sâu rộng về (...)
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  13.  88
    Do Ethics Classes Influence Student Behavior? Case Study: Teaching the Ethics of Eating Meat.Eric Schwitzgebel, Bradford Cokelet & Peter Singer - 2020 - Cognition 203:104397.
    Do university ethics classes influence studentsreal-world moral choices? We aimed to conduct the first controlled study of the effects of ordinary philosophical ethics classes on (...)real-world moral choices, using non-self-report, non-laboratory behavior as the dependent measure. We assigned 1332 students in four large philosophy classes to either an experimental group on the ethics of eating meat or a control group on the ethics of charitable giving. Students in each group read a philosophy article on their assigned topic and optionally viewed a related video, then met with teaching assistants for 50-minute group discussion sections. They expressed their opinions about meat ethics and charitable giving in a follow-up questionnaire (1032 respondents after exclusions). We obtained 13,642 food purchase receipts from campus restaurants for 495 of the students, before and after the intervention. Purchase of meat products declined in the experimental group (52% of purchases of at least $4.99 contained meat before the intervention, compared to 45% after) but remained the same in the control group (52% both before and after). Ethical opinion also differed, with 43% of students in the experimental group agreeing that eating the meat of factory farmed animals is unethical compared to 29% in the control group. We also attempted to measure food choice using vouchers, but voucher redemption rates were low and no effect was statistically detectable. It remains unclear what aspect of instruction influenced behavior. (shrink)
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  14. Do Reasons Expire? An Essay on Grief.Berislav Marušić - 2018 - Philosophers' Imprint 18.
    Suppose we suffer a loss, such as the death of a loved one. In light of her death, we will typically feel grief, as it seems we (...)
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  15. What Do We Epistemically Owe to Each Other? A Reply to Basu.Robert Carry Osborne - 2021 - Philosophical Studies 178 (3):1005-1022.
    What, if anything, do we epistemically owe to each other? Varioustraditionalviews of epistemology might hold either that we dont epistemically owe anything to each (...)other, becausewhat we owe to each otheris the realm of the moral, or that what we epistemically owe to each other is just to be epistemically responsible agents. Basu (2019) has recently argued, against such views, that morality makes extra-epistemic demands upon what we should believe about one another. So, what we owe to each other is not just a matter of word and deed, but also of belief. And in fact, Basu argues, sometimes those moral demands require us to believe in ways that cut against orthodox epistemic norms. This paper has three aims. First, to offer two strategies for accommodating the kinds of cases Basu discusses while nonetheless holding that only epistemic normativity makes demands on belief. Second, to offer an alternative account of what we owe to each other that does not hold that morality demands that we sometimes believe against our evidence or in violation of epistemic norms. And third, to give a brief diagnosis of why it seems intuitive that morality makes extra-epistemic doxastic demands on us. Ultimately, I argue that what we epistemically owe to each other does not require us to violate orthodox, invariantist epistemic norms. Morality demands that we have a proper regard for others, not that we sometimes believe against our evidence. (shrink)
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  16.  80
    Do Corporations Have Minds of Their Own?Kirk Ludwig - 2017 - Philosophical Psychology 30 (3):265-297.
    Corporations have often been taken to be the paradigm of an organization whose agency is autonomous from that of the successive waves of people who occupy the (...)
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  17. How Do Reasons Transmit to Non-Necessary Means?Benjamin Kiesewetter & Jan Gertken - 2021 - Australasian Journal of Philosophy 99 (2):271-285.
    Which principles govern the transmission of reasons from ends to means? Some philosophers have suggested a liberal transmission principle, according to which agents have an instrumental reason (...)
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  18. Unable to Do the Impossible.Anthony Nguyen - 2020 - Mind 129 (514):585-602.
    Jack Spencer has recently argued for the striking thesis that, possibly, an agent is able to do the impossiblethat is, perform an action that is metaphysically (...)impossible for that person to perform. Spencer bases his argument on (Simple G), a case in which it is impossible for an agent G to perform some action but, according to Spencer, G is still intuitively able to perform that action. I reply that we would have to give up at least four action-theoretical principles if we accept that G is able to do the impossible. We may be best off retaining the principles and thus rejecting Spencer's intuition that G is able to do the impossible. I then consider an argument for the claim that G is able to do the impossible that goes through the Snapshot Principle. I, however, deny that any true variant of the Snapshot Principle shows that G is able to do the impossible. Moreover, the counterexample to the Snapshot Principle that I develop also suggests that G is unable to do the impossible in (Simple G). The most natural explanation for why an agent is unable to perform some action in this counterexample extends to (Simple G). Next, I develop three error theories for why we might initially share Spencer's intuition that G is able to do the impossible in (Simple G). Finally, I consider a couple other "G-cases" of Spencer's and find them all wanting. Perhaps we are unable to do the impossible. (shrink)
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  19.  69
    Do the Right Thing.Elinor Mason - 2017 - In Oxford Studies in Normative Ethics 7. pp. 117-135.
    Subjective rightness (oroughtor obligation) seems to be the sense of rightness that should be action guiding where more objective senses fail. However, there is an (...)
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  20. DoObjectivistFeatures of Moral Discourse and Thinking Support Moral Objectivism?Gunnar Björnsson - 2012 - The Journal of Ethics 16 (4):367-393.
    Many philosophers think that moral objectivism is supported by stable features of moral discourse and thinking. When engaged in moral reasoning and discourse, people behaveas if (...)
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  21. What Do Philosophers Believe?David Bourget & David J. Chalmers - 2014 - Philosophical Studies 170 (3):465-500.
    What are the philosophical views of contemporary professional philosophers? We surveyed many professional philosophers in order to help determine their views on 30 central philosophical issues. This (...)
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  22. The Doctrine of Doing and Allowing I: Analysis of the Doing/Allowing Distinction.Fiona Woollard - 2012 - Philosophy Compass 7 (7):448-458.
    According to the Doctrine of Doing and Allowing, the distinction between doing and allowing harm is morally significant. Doing harm is harder to justify than merely allowing (...)
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  23.  42
    Giáo dục trực tuyến: hội?Lê Bùi Ngọc Thăng - 2020 - EASE Vietnam Scicomm 2020 (4):01-02.
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  24. Beliefs Do Not Come in Degrees.Andrew Moon - 2017 - Canadian Journal of Philosophy 47 (6):760-778.
    Philosophers commonly say that beliefs come in degrees. Drawing from the literature, I make precise three arguments for this claim: an argument from degrees of confidence, an (...)
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  25.  80
    MARKET RESEARCH: SWECO FINLANDS POTENTIAL ENTRY IN VIETNAM IN INFRASTRUCTURE CONSULTING BUSINESS.Duc Thanh Nguyen - 2019 - Dissertation, Satakunta University of Applied Sciences
    The research resulted in a comprehensive overview of the Vietnamese public infrastructure market. Primary data confirmed most of the secondary data collected while adding more supporting details, (...)
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  26. The Doctrine of Doing and Allowing II: The Moral Relevance of the Doing/Allowing Distinction.Fiona Woollard - 2012 - Philosophy Compass 7 (7):459-469.
    According to the Doctrine of Doing and Allowing, the distinction between doing and allowing harm is morally significant. Doing harm is harder to justify than merely allowing (...)
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  27. What Do Our Critical Practices Say About the Nature of Morality?Charlie Kurth - 2013 - Philosophical Studies 166 (1):45-64.
    A prominent argument for moral realism notes that we are inclined to accept realism in science because scientific inquiry supports a robust set of critical practiceserror, (...)improvement, explanation, and the like. It then argues that because morality displays a comparable set of critical practices, a claim to moral realism is just as warranted as a claim to scientific realism. But the argument is only as strong as its central analogyand here there is trouble. If the analogy between the critical practices of science and morality is loosely interpreted, the argument does not support moral realismfor paradigmatically constructivist discourses like fashion display the relevant critical practices just as well. So if the argument is to have force, the realist must say more about why the critical practices of morality are sufficiently like those of science to warrant realism. But this cannot be donemoral inquiry differs from scientific inquiry in too many important ways. So the analogy with the critical practices of science fails to vindicate moral realism. But there are further lessons: in looking closely at the critical practices of our moral discourseand in comparing them to the critical practices of science and fashionwe gain insight into what is distinctive about morality objectivity and moral metaphysics. (shrink)
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  28.  70
    Barry and Øverland on Doing, Allowing, and Enabling Harm.Fiona Woollard - 2019 - Ethics and Global Politics 12 (1):43-51.
    In Responding to Global Poverty: Harm, Responsibility, and Agency, Christian Barry and Gerhard Øverland address the two types of argument that have dominated discussion of the responsibilities (...)
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  29. Do You See What I See? How Social Differences Influence Mindreading.Spaulding Shannon - 2018 - Synthese 195 (9):4009-4030.
    Disagreeing with others about how to interpret a social interaction is a common occurrence. We often find ourselves offering divergent interpretations of othersmotives, intentions, beliefs, and (...)
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  30. Do We See Apples as Edible?Bence Nanay - 2011 - Pacific Philosophical Quarterly 92 (3):305-322.
    Do we (sometimes) perceive apples as edible? One could argue that it is just a manner of speaking to say so: we do not really see an (...)
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  31. Do We Really Need a Knowledge-Based Decision Theory?Davide Fassio & Jie Gao - forthcoming - Synthese:1-29.
    The paper investigates what type of motivation can be given for adopting a knowledge-based decision theory (hereafter, KBDT). KBDT seems to have several advantages over competing (...)theories of rationality. It is commonly argued that this theory would naturally fit with the intuitive idea that being rational is doing what we take to be best given what we know, an idea often supported by appeal to ordinary folk appraisals. Moreover, KBDT seems to strike a perfect balance between the problematic extremes of subjectivist and objectivist decision theory. We argue that these alleged advantages do not stand up to a closer scrutiny: KBDT inherits the same kinds of problems as alternative decision theoretic frameworks but doesnt retain any of the respective advantages. Moreover, differently from other knowledge-action principles advanced in the literature, KBDT cannot fully explain the intuitive connections between knowledge and rational action. We conclude that the most serious challenge for knowledge-based decision theorists is to provide a substantive rationale for the adoption of such a view. (shrink)
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  32. O problema da autenticidade do conhecimento: uma breve apresentação.César Schirmer dos Santos - 2016 - Sképsis 9 (13):85-103.
    Minha proposta, nesta introdução aAutoconhecimento e os limites da autenticidade”, texto de Sven Bernecker traduzido e publicado neste número de Sképsis, é dar razões para que (...)
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  33. Do We (Seem to) Perceive Passage?Christoph Hoerl - 2014 - Philosophical Explorations 17 (2):188-202.
    I examine some recent claims put forward by L. A. Paul, Barry Dainton and Simon Prosser, to the effect that perceptual experiences of movement and change involve (...)
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  34. Políticas do amor e sociedades do amanhã.Vinícius Rodrigues Costa da Silva & Wanderson Flor do Nascimento - 2019 - VOLUNTAS: ESTUDOS SOBRE SCHOPENHAUER 10:168-182.
    Partindo do cenário atual das sociedades de inimizade, tal como teorizado por Achille Mbembe, este texto segue os argumentos de bell hooks para pensar em uma política (...)
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  35.  79
    Do antifinalismo providencialista ao finalismo na natureza no pensamento de Espinosa.Andrelino Ferreira dos Santos Filho - 2018 - Dissertation, UFMG, Brazil
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  36. How Do Beliefs Simplify Reasoning?Julia Staffel - 2019 - Noûs 53 (4):937-962.
    According to an increasingly popular epistemological view, people need outright beliefs in addition to credences to simplify their reasoning. Outright beliefs simplify reasoning by allowing thinkers to (...)
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  37. Do Men and Women Have Different Philosophical Intuitions? Further Data.Toni Adleberg, Morgan Thompson & Eddy Nahmias - 2015 - Philosophical Psychology 28 (5):615-641.
    To address the underrepresentation of women in philosophy effectively, we must understand the causes of the early loss of women. In this paper we challenge one of (...)
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  38. What Do Symmetries Tell Us About Structure?Thomas William Barrett - 2017 - Philosophy of Science (4):617-639.
    Mathematicians, physicists, and philosophers of physics often look to the symmetries of an object for insight into the structure and constitution of the object. My aim in (...)
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  39. Do Framing Effects Make Moral Intuitions Unreliable?Joanna Demaree-Cotton - 2016 - Philosophical Psychology 29 (1):1-22.
    I address Sinnott-Armstrong's argument that evidence of framing effects in moral psychology shows that moral intuitions are unreliable and therefore not noninferentially justified. I begin by (...) discussing what it is to be epistemically unreliable and clarify how framing effects render moral intuitions unreliable. This analysis calls for a modification of Sinnott-Armstrong's argument if it is to remain valid. In particular, he must claim that framing is sufficiently likely to determine the content of moral intuitions. I then re-examine the evidence which is supposed to support this claim. In doing so, I provide a novel suggestion for how to analyze the reliability of intuitions in empirical studies. Analysis of the evidence suggests that moral intuitions subject to framing effects are in fact much more reliable than perhaps was thought, and that Sinnott-Armstrong has not succeeded in showing that noninferential justification has been defeated. (shrink)
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  40. Might Do Better: Flexible Relativism and the QUD.Bob Beddor & Andy Egan - 2018 - Semantics and Pragmatics 11.
    The past decade has seen a protracted debate over the semantics of epistemic modals. According to contextualists, epistemic modals quantify over the possibilities compatible with some contextually (...)
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  41. Doing Things with Music.Joel W. Krueger - 2011 - Phenomenology and the Cognitive Sciences 10 (1):1-22.
    This paper is an exploration of how we do things with musicthat is, the way that we use music as an esthetic technology to enact micro-practices (...) of emotion regulation, communicative expression, identity construction, and interpersonal coordination that drive core aspects of our emotional and social existence. The main thesis is: from birth, music is directly perceived as an affordance-laden structure. Music, I argue, affords a sonic world, an exploratory space or nested acoustic environment that further affords possibilities for, among other things, (1) emotion regulation and (2) social coordination. When we do things with music, we are engaged in the work of creating and cultivating the self, as well as creating and cultivating a shared world that we inhabit with others. I develop this thesis by first introducing the notion of a musical affordance . Next, I look at how emotional affordances in music are exploited to construct and regulate emotions. I summon empirical research on neonate music therapy to argue that this is something we emerge from the womb knowing how to do. I then look at social affordances in music, arguing that joint attention to social affordances in music alters how music is both perceived and appropriated by joint attenders within social listening contexts. In support, I describe the experience of listening to and engaging with music in a live concert setting. Thinking of music as an affordance-laden structure thus reaffirms the crucial role that music plays in constructing and regulating emotional and social experiences in everyday life. (shrink)
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  42. Just Do It? When to Do What You Judge You Ought to Do.Julien Dutant & Clayton Littlejohn - 2018 - Synthese 195 (9):3755-3772.
    While it is generally believed that justification is a fallible guide to the truth, there might be interesting exceptions to this general rule. In recent work on (...)
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  43.  73
    Doing/Allowing and the Deliberative Requirement.Fiona Woollard - 2010 - Ratio 23 (2):199-216.
    Attempts to defend the moral significance of the distinction between doing and allowing harm directly have left many unconvinced. I give an indirect defence of the moral (...)
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  44. Where Do You Get Your Protein? Or: Biochemical Realization.Tuomas E. Tahko - 2020 - British Journal for the Philosophy of Science 71 (3):799-825.
    Biochemical kinds such as proteins pose interesting problems for philosophers of science, as they can be studied from the points of view of both biology and chemistry. (...)
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  45. Do Different Groups Have Different Epistemic Intuitions? A Reply to Jennifer Nagel.Stephen Stich - 2013 - Philosophy and Phenomenological Research 87 (1):151-178.
    Intuitions play an important role in contemporary epistemology. Over the last decade, however, experimental philosophers have published a number of studies suggesting that epistemic intuitions may vary (...)
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  46.  53
    Double Effect, Doing and Allowing, and the Relaxed Nonconsequentialist.Fiona Woollard - 2017 - Philosophical Explorations 20 (sup2):142-158.
    Many philosophers display relaxed scepticism about the Doctrine of Doing and Allowing and the Doctrine of Double Effect, suspecting, without great alarm, that one or both of (...)
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  47. What Do the Folk Think About Composition and Does It Matter?Daniel Z. Korman & Chad Carmichael - 2017 - In David Rose (ed.), Experimental Metaphysics. London: Bloomsbury Academic. pp. 187-206.
    Rose and Schaffer (forthcoming) argue that teleological thinking has a substantial influence on folk intuitions about composition. They take this to show (i) that we should not (...)
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  48. What Do Quantifier Particles Do?Anna Szabolcsi - 2015 - Linguistics and Philosophy 38 (2):159-204.
    In many languages, the same particles that form quantifier words also serve as connectives, additive and scalar particles, question markers, roots of existential verbs, and so on. (...)
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  49. Wittgenstein: Uma Solução Fundacionista ao Problema do Regresso Epistêmico.Juliano Santos do Carmo & Eduardo Ferreira das Neves Filho - 2015 - Revista Dissertatio de Filosofia:109-127.
    As notas que compõem a obra Da Certeza (Über Gewissheit) expressam nitidamente a preocupação de Ludwig Wittgenstein com os problemas clássicos da epistemologia, em especial o uso (...)
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  50. Doing, Allowing, and Enabling Harm: An Empirical Investigation.Christian Barry, Matthew Lindauer & Gerhard Øverland - 2014 - In Joshua Knobe, Tania Lombrozo & Shaun Nichols (eds.), Oxford Studies in Experimental Philosophy, Volume 1. Oxford University Press.
    Traditionally, moral philosophers have distinguished between doing and allowing harm, and have normally proceeded as if this bipartite distinction can exhaustively characterize all cases of human conduct (...)
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