Results for 'Maxine Iannuccilli'

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  1. Brilliance Beliefs, Not Mindsets, Explain Inverse Gender Gaps in Psychology and Philosophy.Heather Maranges, Maxine Iannuccilli, Katharina Nieswandt, Ulf Hlobil & Kristen Dunfield - 2023 - Sex Roles: A Journal of Research 89:801–817.
    Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers’ ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both (...)
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  2. What Determines Feelings of Belonging and Majoring in an Academic Field? Isolating Factors by Comparing Psychology and Philosophy.Heather Maranges, Maxine Iannuccilli, Katharina Nieswandt, Ulf Hlobil & Kristen Dunfield - 2023 - Current Research in Behavioral Sciences 4:100097.
    Feelings of belonging are integral in people’s choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps—psychology (more women than men) and philosophy (more men than women)—to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically relevant individual differences (...)
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  3. Theorizing Difference from Multiracial Feminism.Maxine Baca Zinn & Bonnie Thornton Dill - 1996 - Feminist Studies 22 (2):321-331.
    Examines tensions in contemporary feminism based on theorizing difference. Mainstream feminist project's approach to questions of difference; Interlocking and varying hierarchies of domination; Proposed multiracial feminism in which difference can occupy center stage in women's studies.
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  4.  53
    If the Body Is Part of Our Discourse, Why Not Let It Speak? Five Critical Perspectives.Maxine Sheets-Johnstone - 2018 - In Anthony Steinbock & Natalie Depraz (eds.), Surprise: An Emotion? Cham: Springer Verlag. pp. 83-95.
    Abstract: Of the five perspectives set forth in this essay, four of them specify obstacles that block experiential understandings of emotions. The obstacles in one way and another subvert the living body, whether presenting it as a mere face or as an ahistorical adult body, as an embodied phenomenon or as a brain unattached to a whole-body nervous system. Such accounts bypass the affective dynamics that move through bodies and move them to move. Being true to the truths of experience, (...)
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  5. Movement: What Evolution and Gesture Can Teach Us About Its Centrality in Natural History and Its Lifelong Significance.Maxine Sheets-Johnstone - 2019 - Midwest Studies in Philosophy 44 (1):239-259.
    Midwest Studies In Philosophy, Volume 44, Issue 1, Page 239-259, December 2019: -/- When people speak or write of “embodied” in one form or another, as in embodied mind, embodied cognition, embodied language, embodied self, and so on, they implicitly look past if not outright deny the realities of evolution. Animate life evolves on the basis of different morphologies. Animals with differing morphologies establish not merely different niches but different modes of living, which in the most fundamental sense means establishing (...)
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  6. Investigations in Radical Temporality.Joshua Soffer - manuscript
    My central research focus over the past 30 years has been the articulation of what I call a radically temporal approach to philosophy. In the papers below, written between 2001 and 2022, I treat the varying ways in which radically temporal thinking manifests itself in the phenomenological perspectives of Edmund Husserl, Martin Heidegger and Eugene Gendlin. I also discuss Jacques Derrida's deconstructive project and George Kelly's personal construct theory as examples of radically temporal thinking. With the aim of clarifying and (...)
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  7.  47
    From Aesthetics to Awakeness: A Greenean Approach to Multicultural Narratives in the Classroom.Luke Fenech - 2023 - Theology and Philosophy of Education 2 (2):38–43.
    This paper explores philosopher of education Maxine Greene’s position on narratives in multicultural education. Moreover, this paper will look into notions of aesthetic education, social imagination, and “wide-awakeness”: three Greenean concepts that will be examined vis-à-vis multicultural narratives in educational contexts. This triad aims to help both the learner and the educator to emancipate multicultural narratives from the periphery, and to nurture an inclusive philosophy of education in class.
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  8. What is it like to be John Malkovich?Tom McClelland - 2010 - Postgraduate Journal of Aesthetics 7 (2):10-25.
    To what extent can film - or individual films - act as a vehicle of or forum for philosophy itself?. Many have responded that films can indeed do philosophy to a substantial degree. Furthermore, it has been claimed that this virtue does not belong solely to ‘art’ films, but that popular cinema too can do philosophy. A case in point is Spike Jonze’s 1999 film Being John Malkovich, the Oscar-winning screenplay of which was written by Charlie Kaufman. The outrageous premise (...)
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  9. Phenomenology of Radical Temporality- Heidegger, Derrida, Husserl, Gendlin and Kelly.Joshua Soffer - manuscript
    Welcome to my philosophy page. My central research focus is the elucidation of what I call the radically temporal approach to philosophy. In the papers below I endeavor to articulate the varying ways that radical temporality manifests itself in the phenomenological perspectives of Edmund Husserl, Martin Heidegger and Eugene Gendlin. I also discuss Jacques Derrida’s deconstructive project and George Kelly’s personal construct theory as examples of radically temporal thinking. With the aim of clarifying and further defining the nature of this (...)
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  10. Theories of humour and the place of humour in education.Michèle Turner - 1986 - Dissertation, Mcgill University
    This thesis contends that the possession of a sense of humour would contribute considerably to the quality of human life. It is an exploration and discussion of some of the difficulties involved in justifying the development of humour in terms of a philosophy of education. In light of developments in the digital age with consequent changes in science, technology and society, the educated person of the future will have to be less concerned with the accumulated knowledge of the past than (...)
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