Results for 'Jason D. Swartwood'

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Jason Swartwood
Saint Paul College
  1.  63
    A Skill-Based Framework for Teaching Morality and Religion.Jason D. Swartwood - 2019 - Teaching Ethics 18 (1):39-62.
    One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for (...)
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  2. Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  3. The History of Cinema and America’s Role in It: Review Essay of D. Gomery and C. Pafort-Overduin’s Movie History: A Survey. [REVIEW]Gary James Jason - 2013 - Reason Papers 35 (1):170-186.
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  4. Book Review Of: D. Flynn, Intellectual Morons: How Ideology Makes Smart People Fall for Stupid Ideas. [REVIEW]Gary James Jason - 2006 - Liberty (September):47-49.
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  5. "Drinking, Texting, and Moral Arguments From Analogy".Jason Swartwood - 2017 - Think 16 (45):15-26.
    In this dialogue, I illustrate why moral arguments from analogy are a valuable part of moral reasoning by considering how texting while driving is, morally speaking, no different than drunk driving.
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  6. Fanciful Examples.Ian Stoner & Jason Swartwood - 2017 - Metaphilosophy 48 (3):325-344.
    This article defends the use of fanciful examples within the method of wide reflective equilibrium. First, it characterizes the general persuasive role of described cases within that method. Second, it suggests three criteria any example must meet in order to succeed in this persuasive role; fancifulness has little or nothing to do with whether an example is able to meet these criteria. Third, it discusses several general objections to fanciful examples and concludes that they are objections to the abuse of (...)
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  7. Cultivating Practical Wisdom.Jason Swartwood - 2013 - Dissertation, University of Minnesota
    Practical wisdom (hereafter simply “wisdom”) is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live and conduct herself. Because wisdom is such an important and high-level achievement, we should wonder: what is the nature of wisdom? What kinds of skills, habits and capacities does it involve? Can real people actually develop it? If so, how? I argue that we can answer these questions by modeling wisdom on expert decision-making skill in complex areas (...)
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  8. Two Problems of Induction.Gary James Jason - 1985 - Dialectica 39 (1):53-74.
    SummaryIn this paper, two different theoretical problems of induction are delineated. The first problem is addressed; the second problem is deferred to the sequel to this paper. The first problem of induction is taken to be the seemingly unformalizable nature of traditional inductive arguments. It is shown that the problem does not arise out of some particularly dubious argument form , but rather from the presupposition that inductive “logic” is, like deductive logic, assertoric. Rather , inductive logic is dialectical in (...)
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  9.  28
    Guillelmus de Aragonia, De Nobilitate Animi., Ed. And Trans., William D. Paden and Mario Trovato. Cambridge, MA: Harvard University Press, 2012. Pp. Xvi, 193. $40. ISBN: 978-0-674-06812-4. [REVIEW]Jason Aleksander - 2015 - Speculum 90 (2):548-549.
    Review of: Guillelmus de Aragonia, De nobilitate animi, ed. and trans. William D. Paden and Mario Trovato. (Harvard Studies in Medieval Latin 2.) Cambridge, MA: Harvard University Press, 2012. Pp. xvi, 193. $40. ISBN: 978-0-674-06812-4.
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  10. Film and Propaganda: The Lessons of the Nazi Film Industry.Gary James Jason - 2013 - Reason Papers 35 (1):203-219.
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  11.  89
    Does Virtue Epistemology Provide a Better Account of the Ad Hominem Argument? A Reply to Christopher Johnson.Gary James Jason - 2011 - Philosophy 86 (1):95-119.
    Christopher Johnson has put forward in this journal the view that ad hominem reasoning may be more generally reasonable than is allowed by writers such as myself, basing his view on virtue epistemology. I review his account, as well as the standard account, of ad hominem reasoning, and show how the standard account would handle the cases he sketches in defense of his own view. I then give four criticisms of his view generally: the problems of virtue conflict, vagueness, conflation (...)
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  12. Are Fallacies Common? A Look at Two Debates.Gary James Jason - 1986 - Informal Logic 8 (2).
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  13.  78
    The Role of Error in Computer Science.Gary Jason - 1989 - Philosophia 19 (4):403-416.
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  14.  37
    Is There a Case for Ad Hominem Arguments?Gary James Jason - 1984 - Australasian Journal of Philosophy 62 (2):182 – 185.
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  15.  54
    Notes Tow Ard a Formal Conversation Theory.Gary James Jason - 1980 - Grazer Philosophische Studien 10 (1):119-139.
    Dialectic, as commonly approached, is not an analytic study, as the notion is defined in the paper. Where it is analytically approached (as, for example, by Grice and Hamblin), the result is pragmatic in nature, as well as syntactic and semantic. This paper lays the foundations of a purely formal (nonpragmatic) analysis of conversations. This study is accordingly called "Conversation Theory". The key notions of "conversation", "dialogue", "conversation game", "rules of response", "epistemic community" and "channel of informations" are defined precisely, (...)
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  16.  39
    Fallacies Are Common.Gary James Jason - 1989 - Informal Logic 11 (2).
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  17.  65
    Book Review Of: R. J. McNally, Remembering Trauma.Gary James Jason - 2006 - Philosophia 34 (4):477-481.
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  18.  55
    On the Nonexistence of Computer Ethics.Gary Jason - 1990 - Social Philosophy Today 4:197-206.
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  19.  38
    Deontologism and Dialectic.Gary Jason - 1983 - Journal of Value Inquiry 17 (2):119-131.
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  20.  29
    Book Review Of: R. Turner, Logics for AI. [REVIEW]Gary James Jason - 1989 - Philosophia 19 (1):73-83.
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  21.  42
    Science and Common Sense.Gary James Jason - 1985 - Journal of Critical Analysis 8 (4):117-123.
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  22.  39
    A Concept of Discovery.Gary James Jason - 1979 - Journal of Critical Analysis 7 (4):109-118.
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  23.  40
    Dialectic and Desiderata.Gary Jason - 1984 - Journal of Value Inquiry 18 (2):139-144.
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  24.  83
    Using Experience Sampling to Examine Links Between Compassion, Eudaimonia, and Prosocial Behavior.Jason D. Runyan, Brian N. Fry, Timothy A. Steenbergh, Nathan L. Arbuckle, Kristen Dunbar & Erin E. Devers - forthcoming - Journal of Personality.
    Objective: Compassion has been associated with eudaimonia and prosocial behavior, and has been regarded as a virtue, both historically and cross-culturally. However, the psychological study of compassion has been limited to laboratory settings and/or standard survey assessments. Here, we use an experience sampling method (ESM) to compare naturalistic assessments of compassion with standard assessments, and to examine compassion, its variability, and associations with eudaimonia and prosocial behavior. -/- Methods: Participants took a survey which included standard assessments of compassion and eudaimonia. (...)
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  25. Events, Agents, and Settling Whether and How One Intervenes.Jason D. Runyan - 2016 - Philosophical Studies 173 (6):1629-1646.
    Event-causal libertarians maintain that an agent’s settling of whether certain states-of-affairs obtain on a particular occasion can be reduced to the causing of events by certain mental events or states, such as certain desires, beliefs and/or intentions. Agent-causal libertarians disagree. A common critique against event-causal libertarian accounts is that the agent’s role of settling matters is left unfilled and the agent “disappears” from such accounts—a problem known as the disappearing agent problem. Recently, Franklin has argued that an “enriched” event-causal account (...)
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  26. Virtues, Ecological Momentary Assessment/Intervention and Smartphone Technology.Jason D. Runyan & Ellen Steinke - 2015 - Frontiers in Psychology:1-24.
    Virtues, broadly understood as stable and robust dispositions for certain responses across morally relevant situations, have been a growing topic of interest in psychology. A central topic of discussion has been whether studies showing that situations can strongly influence our responses provide evidence against the existence of virtues (as a kind of stable and robust disposition). In this review, we examine reasons for thinking that the prevailing methods for examining situational influences are limited in their ability to test dispositional stability (...)
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  27.  33
    Appearance and History: The Autographic/Allographic Distinction Revisited.Enrico Terrone - 2018 - British Journal of Aesthetics 58 (1):71-87.
    Nelson Goodman notoriously distinguished between autographic works, whose instances should be identified by taking history of production into account, and allographic works, whose instances can be identified independently of history of production. Scholars such as Jerrold Levinson, Flint Schier, and Gregory Currie have criticized Goodman’s autographic/allographic distinction arguing that all works are such that their instances should be identified by taking history of production into account. I will address this objection by exploiting David Davies’ distinction between e-instances and p-instances of (...)
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  28.  98
    Human Agency and Neural Causes.Jason D. Runyan - 2013 - Palgrave-Macmillan.
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  29. Eugenio d'Ors y el pragmatismo.Marta Torregrosa & Jaime Nubiola - 2016 - In Pedro Russi (ed.), Eugenio d'Ors e Charles S. Peirce: jogo e pragmatismo em açao. Sarapuí, Brasil: OJM. pp. 18-46.
    El objetivo de este trabajo es dar noticia de la recepción del pragmatismo en la obra y el pensamiento de Eugenio d’Ors, reuniendo algunos resultados de nuestros trabajos preceden- tes. Dedicamos una primera parte a describir el encuentro de Eugenio d’Ors con el pragmatismo. En segundo lugar describimos su conexión con William James a quien llegó a conocer en París. En tercer lugar, damos cuenta de en qué consiste la denominada “superación del pragmatismo” por parte de Eugenio d’Ors y, por (...)
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  30. Rationalization as Performative Pretense.Jason D'Cruz - 2015 - Philosophical Psychology 28 (7):980-1000.
    Rationalization in the sense of biased self-justification is very familiar. It's not cheating because everyone else is doing it too. I didn't report the abuse because it wasn't my place. I understated my income this year because I paid too much in tax last year. I'm only a social smoker, so I won't get cancer. The mental mechanisms subserving rationalization have been studied closely by psychologists. However, when viewed against the backdrop of philosophical accounts of the regulative role of truth (...)
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  31. Rationalization, Evidence, and Pretense.Jason D'Cruz - 2015 - Ratio 28 (3):318-331.
    In this paper I distinguish the category of “rationalization” from various forms of epistemic irrationality. I maintain that only if we model rationalizers as pretenders can we make sense of the rationalizer's distinctive relationship to the evidence in her possession. I contrast the cognitive attitude of the rationalizer with that of believers whose relationship to the evidence I describe as “waffling” or “intransigent”. In the final section of the paper, I compare the rationalizer to the Frankfurtian bullshitter.
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  32. Analyse contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  33. Trust, Trustworthiness, and the Moral Consequence of Consistency.Jason D'cruz - 2015 - Journal of the American Philosophical Association 1 (3):467-484.
    Situationists such as John Doris, Gilbert Harman, and Maria Merritt suppose that appeal to reliable behavioral dispositions can be dispensed with without radical revision to morality as we know it. This paper challenges this supposition, arguing that abandoning hope in reliable dispositions rules out genuine trust and forces us to suspend core reactive attitudes of gratitude and resentment, esteem and indignation. By examining situationism through the lens of trust we learn something about situationism (in particular, the radically revisionary moral implications (...)
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  34. Are Digital Images Allographic?Jason D'cruz & P. D. Magnus - 2014 - Journal of Aesthetics and Art Criticism 72 (4):417-427.
    Nelson Goodman's distinction between autographic and allographic arts is appealing, we suggest, because it promises to resolve several prima facie puzzles. We consider and rebut a recent argument that alleges that digital images explode the autographic/allographic distinction. Regardless, there is another familiar problem with the distinction, especially as Goodman formulates it: it seems to entirely ignore an important sense in which all artworks are historical. We note in reply that some artworks can be considered both as historical products and as (...)
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  35.  94
    Eugenio d'Ors y Rovira.Jaime Nubiola - 2017 - In Jose Luis Caballero Bono (ed.), Visión de España en pensadores españoles de los años treinta. Salamanca, Spain: Publicaciones Universidad Pontificia de Salamanca. pp. 43-59.
    Para intentar comprender la visión que Eugenio d'Ors tiene de España a principios de los años 30 del pasado siglo, es necesario entender su biografía. Cuando Eugenio d’Ors deja Barcelona en julio de 1921 solo le faltaban tres meses para cumplir los cuarenta años. A los cuarenta —escribió su hijo Álvaro— lo más normal es que los hombres no cambien ya su caudal de ideas. La originalidad de la época catalana sobre el resto de la producción de d'Ors no significa, (...)
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  36. Comprendre les processus de professionnalisation: une perspective en trois niveaux d'analyse.Pascal Roquet - 2012 - Revue Phronesis 1 (2):82-88.
    the article suggests understanding(including) better the professionalization of the formative activities and the professional activities by an approach which articulates three levels of analysis: macro (historic construction and social construction of the knowledges of the activity), méso (institutional devices (plans) of training (formation) and work) and microphone(microcomputing) (lived on the subjects, the individual dynamics). This reflection leans on the presentation (display) of various processes of professionalization stemming from empirical searches (researches) realized by the author. l’article propose de mieux comprendre la (...)
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  37. Volatile Reasons.Jason D'Cruz - 2013 - Australasian Journal of Philosophy 91 (1):31 - 40.
    I argue for the existence of a category of practical reasons which I call "Deliberation-Volatile Reasons" or "DVRs". DVRs have the distinguishing feature that their status as reasons for action is diminished when they are weighed in deliberation by the agent. I argue that DVRs are evidence of "deliberative blind spots". I submit that an agent manifests a peculiar kind of practical irrationality in so far as she endeavours to find a deliberative path to what she has reason to do, (...)
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  38. Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  39. Armstrong, David M. Les Universaux. Une introduction partisane, trad. de l'anglais par Stéphane Dunand, Bruno Langlet et Jean-Maurice Monnoyer, Paris, Les éditions d'Ithaque, coll. « Science et Métaphysique », 2010, 208 p. [REVIEW]Ghislain Guigon - 2011 - Philosophiques 38 (1):331-336.
    This is a review (in French) of the French translation and edition of D.M. Armstrong's Universals: An Opiniated Introduction.
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  40. Une analyse des systèmes d'instruments chez les chargés de sécurité: proposition pour analyser la pratique enseignante.Grégory Munoz & Gaëtan Bourmaud - 2012 - Revue Phronesis 1 (4):57-70.
    If research works, inspired by the instrumental approach of Rabardel (1995), shone the activities instrumented by the teachers by spotting instrumental geneses (Saujat, 2000), on the other hand, none tried to consider their systems of instruments (Bourmaud, 2006). Inspired by an investigation realized in the branch of industry, we discuss the opportunity of such analysis for the training of the teachers. From a case study based on interviews investigating the redefined task (Leplat, 1997) of professionals in charge of safety in (...)
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  41. Tour d’horizon des principaux programmes et dispositifs de soutien à l’insertion professionnelle en enseignementOverview of key measures to support teacher inductions.Stéphane Martineau & Joséphine Mukamurera - 2012 - Revue Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  42. Analyse des pratiques d'enseignement : Éléments de cadrages théoriques et méthodologiques.Joël Clanet & Laurent Talbot - 2012 - Revue Phronesis 1 (3):4-18.
    : This paper addresses the need to examine teaching practices from the observation that they are beyond what they should be. This task devolved to scientists of education is to learn about teaching practices in their relationship to student learning in order to build the database useful to teacher educators and reflexivity necessary for any teacher about their own practice. The concepts of competence, pattern and are useful instrument in this endeavor of explanation and understanding of the practices. The proposed (...)
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  43. Tour d'horizon des principaux programmes et dispositifs de soutien à l'insertion professionnelle en enseignement.Stéphane Martineau & Joséphine Mukamurera - 2012 - Revue Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  44. Comprendre les processus de professionnalisation : une perspective en trois niveaux d’analyseUnderstanding the process of professionalization: a perspective three levels of analysis.Pascal Roquet - 2012 - Revue Phronesis 1 (2):82-88.
    the article suggests understanding(including) better the professionalization of the formative activities and the professional activities by an approach which articulates three levels of analysis: macro (historic construction and social construction of the knowledges of the activity), méso (institutional devices (plans) of training (formation) and work) and microphone(microcomputing) (lived on the subjects, the individual dynamics). This reflection leans on the presentation (display) of various processes of professionalization stemming from empirical searches (researches) realized by the author. l’article propose de mieux comprendre la (...)
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  45.  36
    Crexells, d'Ors i el pragmatisme.Jaime Nubiola - 2016 - In Joan Vergés (ed.), Joan Crexells: Obra i pensament. Girona, Spain: Publicacions de la Càtedra Ferrater Mora de Pensament Contemporani. pp. 47-60.
    In my paper I make a summary assessment of the connection between Eugeni Crexells and Eugeni d'Ors and that of both of them with pragmatism. I organize it in three sections: 1. First, the philosophical formation of Crexells and its relation with D'Ors; 2. Eugeni d'Ors and pragmatism, and 3. Joan Crexells and pragmatism.
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  46.  29
    Preserving the Autographic/Allographic Distinction.Jason D'Cruz & P. D. Magnus - 2015 - Journal of Aesthetics and Art Criticism 73 (4):453-457.
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  47.  14
    Aristotele pedagogo. Nota a un libro di Giuseppina D’Addelfio.Alessia Dal Bello - 2011 - Giornale di Metafisica 33 (1-2):271-286.
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  48. 7. “Book Review: Lewis D. Solomon The Privatization of Space Exploration“. [REVIEW]Timothy D. Terrell - 2012 - Libertarian Papers 4:147-150.
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  49. Review Article on Amir D. Aczel, Why Science Does Not Disprove God (New York: W. Morrow, 2014). [REVIEW]Philippe Gagnon - 2015 - ESSSAT News and Reviews 25 (2):22-27.
    Review of the book by mathematician and science writer Amir Aczel, Why Science does not Disprove God, recently reissued in paperback, with a focus on the chapters on mathematics and God, and criticisms from the standpoint of the epistemology of the science and religion dialogue.
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  50.  88
    Et quoniam est quis tertius homo. Argument, exégèse, contresens dans la littérature latine apparentée aux Sophistici elenchi d’Aristote.Leone Gazziero - 2013 - Archives D’Histoire Doctrinale Et Littéraire du Moyen Âge 80 (1):7-48.
    Les commentateurs latins ont rencontré pour la première fois le « Troisième homme » d’Aristote dans le chapitre vingt-deux des Sophistici elenchi. Cette rencontre illustre bien à la fois leur respect de la lettre et la radicalité de certaines de leurs innovations. Influencée par la traduction de Boèce, leur exégèse de l’argument a tenu compte de l’ensemble des indications du texte tout en lui conférant une tournure inédite.
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