Results for 'Sophia H. Gibert'

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  1. Ethics of Patient Activation: Exploring its Relation to Personal Responsibility, Autonomy and Health Disparities.Sophia H. Gibert, David DeGrazia & Marion Danis - 2017 - Journal of Medical Ethics 43 (10):670-675.
    Discussions of patient-centred care and patient autonomy in bioethics have tended to focus on the decision-making context and the process of obtaining informed consent, leaving open the question of how patients ought to be counselled in the daily maintenance of their health and management of chronic disease. Patient activation is an increasingly prominent counselling approach and measurement tool that aims to improve patients’ confidence and skills in managing their own health conditions. The strategy, which has received little conceptual or ethical (...)
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  2.  47
    Allocation of Scarce Biospecimens for Use in Research.Leah Pierson, Sophia Gibert, Benjamin Berkman, Marion Danis & Joseph Millum - forthcoming - Journal of Medical Ethics:medethics-2019-105766.
    Hundreds of millions of rare biospecimens are stored in laboratories and biobanks around the world. Often, the researchers who possess these specimens do not plan to use them, while other researchers limit the scope of their work because they cannot acquire biospecimens that meet their needs. This situation raises an important and underexplored question: how should scientists allocate biospecimens that they do not intend to use? We argue that allocators should aim to maximise the social value of the research enterprise (...)
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  3. The First Nine Months of Editing Wittgenstein - Letters From G.E.M. Anscombe and Rush Rhees to G.H. Von Wright.Christian Eric Erbacher & Sophia Victoria Krebs - 2015 - Nordic Wittgenstein Review 4 (1):195-231.
    The National Library of Finland and the Von Wright and Wittgenstein Archives at the University of Helsinki keep the collected correspondence of Georg Henrik von Wright, Wittgenstein’s friend and successor at Cambridge and one of the three literary executors of Wittgenstein’s Nachlass. Among von Wright’s correspondence partners, Elizabeth Anscombe and Rush Rhees are of special interest to Wittgenstein scholars as the two other trustees of the Wittgenstein papers. Thus, von Wright’s collections held in Finland promise to shed light on the (...)
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  4. Arguments for and Against Germline Intervention: A Critical Review of Ronald Green’s Babies by Design.Marvin J. H. Lee & Sophia Lozowski - 2017 - Journal of Healthcare Ethics and Administration 3 (1).
    It seems certain that one day we will allow the genetic technology which will enhance our offspring. A highly effective new tool, called CRISPR, which allows for carving out genes, is already being used to edit the genomes of animals. In July 2017, the FDA legalized that germline drugs for therapeutic purposes could be sold in the market. It is a high time, now, that we need engage in discussions about the ethics of germline intervention. To contribute to the discussion (...)
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  5. Is It Possible to Give Scientific Solutions to Grand Challenges? On the Idea of Grand Challenges for Life Science Research.Sophia Efstathiou - 2016 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 56:46-61.
    This paper argues that challenges that are grand in scope such as "lifelong health and wellbeing", "climate action", or "food security" cannot be addressed through scientific research only. Indeed scientific research could inhibit addressing such challenges if scientific analysis constrains the multiple possible understandings of these challenges into already available scientific categories and concepts without translating between these and everyday concerns. This argument builds on work in philosophy of science and race to postulate a process through which non-scientific notions become (...)
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  6. Grand Challenges and Small Steps. Introduction to the Special Issue 'Interdisciplinary Integration: The Real Grand Challenge for the Life Sciences?'.Giovanni De Grandis & Sophia Efstathiou - 2016 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 56:39-47.
    This collection addresses two different audiences: 1) historians and philosophers of the life sciences reflecting on collaborations across disciplines, especially as regards defining and addressing Grand Challenges; 2) researchers and other stakeholders involved in cross-disciplinary collaborations aimed at tackling Grand Challenges in the life and medical sciences. The essays collected here offer ideas and resources both for the study and for the practice of goal-driven cross-disciplinary research in the life and medical sciences. We organise this introduction in three sections. The (...)
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  7.  28
    Bashar H. Malkawi, Signing Ceremony of MOU on Professional Legal Diploma, Government of Dubai 2020.Bashar H. Malkawi - 2020 - Dubai Legal Periodical 2:1.
    Signing Ceremony of MOU on Professional Legal Diploma, Government of Dubai 2020.
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  8. Bashar H. Malkawi, Regional Agreements and Regulatory Barriers to Trade in Services: Building Blocks to the Multilateral Foundation.Bashar H. Malkawi - 2019 - Journal of Business Law 34:251-265.
    Jordan agreed to extensive liberalization undertakings under the General Agreement on Trade in Services (“GATS”) that would open some sectors that were previously closed or restricted to foreign suppliers and investors. It undertook horizontal commitments in cross-border movement of individuals and commercial presence covering all types of services.
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  9. Counterfactual Skepticism and Multidimensional Semantics.H. Stefánsson - 2018 - Erkenntnis 83 (5):875-898.
    It has recently been argued that indeterminacy and indeterminism make most ordinary counterfactuals false. I argue that a plausible way to avoid such counterfactual skepticism is to postulate the existence of primitive modal facts that serve as truth-makers for counterfactual claims. Moreover, I defend a new theory of ‘might’ counterfactuals, and develop assertability and knowledge criteria to suit such unobservable ‘counterfacts’.
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  10. Punishment and Responsibility: Essays in the Philosophy of Law.H. L. A. Hart - 1968 - Oxford University Press.
    This classic collection of essays, first published in 1968, represents H.L.A. Hart's landmark contribution to the philosophy of criminal responsibility and punishment. Unavailable for ten years, this new edition reproduces the original text, adding a new critical introduction by John Gardner, a leading contemporary criminal law theorist.
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  11. Is risk aversion irrational? Examining the “fallacy” of large numbers.H. Orri Stefánsson - 2020 - Synthese 197 (10):4425-4437.
    A moderately risk averse person may turn down a 50/50 gamble that either results in her winning $200 or losing $100. Such behaviour seems rational if, for instance, the pain of losing $100 is felt more strongly than the joy of winning $200. The aim of this paper is to examine an influential argument that some have interpreted as showing that such moderate risk aversion is irrational. After presenting an axiomatic argument that I take to be the strongest case for (...)
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  12. Ambiguity Aversion Behind the Veil of Ignorance.H. Orri Stefánsson - 2021 - Synthese 198 (7):6159-6182.
    The veil of ignorance argument was used by John C. Harsanyi to defend Utilitarianism and by John Rawls to defend the absolute priority of the worst off. In a recent paper, Lara Buchak revives the veil of ignorance argument, and uses it to defend an intermediate position between Harsanyi's and Rawls' that she calls Relative Prioritarianism. None of these authors explore the implications of allowing that agent's behind the veil are averse to ambiguity. Allowing for aversion to ambiguity---which is both (...)
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  13. W.V. Quine, Immanuel Kant Lectures, translated and introduced by H.G. Callaway.H. G. Callaway & W. V. Quine (eds.) - 2003 - Frommann-Holzboog.
    This book is a translation of W.V. Quine's Kant Lectures, given as a series at Stanford University in 1980. It provide a short and useful summary of Quine's philosophy. There are four lectures altogether: I. Prolegomena: Mind and its Place in Nature; II. Endolegomena: From Ostension to Quantification; III. Endolegomena loipa: The forked animal; and IV. Epilegomena: What's It all About? The Kant Lectures have been published to date only in Italian and German translation. The present book is filled out (...)
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  14. Hagia Sophia.Wolf Leslau, C. F. Beckingham & G. W. B. Huntingford - manuscript
    Three separate churches erected in Constantinople were all dedicated to the wisdom of Christ and erected on the same site one after the other. These churches were built between 360 and 537 AD by three different emperors: Constantius II, Theodosius the Younger, and Justinian I. The first two churches were consumed in flames after relatively short lives, but the final and greatest church still stands today, despite a history of extensive damage. This final edifice is the main focus of this (...)
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  15. Adaptive Preference.H. Baber - 2007 - Social Theory and Practice 33 (1):105-126.
    I argue, first, that the deprived individuals whose predicaments Nussbaum cites as examples of "adaptive preference" do not in fact prefer the conditions of their lives to what we should regard as more desirable alternatives, indeed that we believe they are badly off precisely because they are not living the lives they would prefer to live if they had other options and were aware of them. Secondly, I argue that even where individuals in deprived circumstances acquire tastes for conditions that (...)
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  16. On the Compositional Nature of the Aspects.H. J. Verkuyl - 1972 - Dordrecht, Netherlands: D.Reidel Publishing Company.
    This study aims to make for a better understanding of the term 'Aspects' in linguistic theory. Its most current application is found in studies on Slavonic languages. In the abundant literature on the contrast between the Durative (or Imperfective) Aspect and the Nondurative (or Perfective) Aspect, their occurrence has been taken to be restricted to Slavonic and some other languages, generally speaking to languages whose Verbal systems are morphologically characte.rized with regard to this opposition. The central hypothesis of transformational-generative theory (...)
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  17.  53
    From Playfulness and Self-Centredness Via Grand Expectations to Normalisation: A Psychoanalytical Rereading of the History of Molecular Genetics. [REVIEW]H. A. E. Zwart - 2013 - Medicine, Health Care and Philosophy 16 (4):775-788.
    In this paper, I will reread the history of molecular genetics from a psychoanalytical angle, analysing it as a case history. Building on the developmental theories of Freud and his followers, I will distinguish four stages, namely: (1) oedipal childhood, notably the epoch of model building (1943–1953); (2) the latency period, with a focus on the development of basic skills (1953–1989); (3) adolescence, exemplified by the Human Genome Project, with its fierce conflicts, great expectations and grandiose claims (1989–2003) and (4) (...)
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  18. Catastrophic Risk.H. Orri Stefánsson - 2020 - Philosophy Compass 15 (11):1-11.
    Catastrophic risk raises questions that are not only of practical importance, but also of great philosophical interest, such as how to define catastrophe and what distinguishes catastrophic outcomes from non-catastrophic ones. Catastrophic risk also raises questions about how to rationally respond to such risks. How to rationally respond arguably partly depends on the severity of the uncertainty, for instance, whether quantitative probabilistic information is available, or whether only comparative likelihood information is available, or neither type of information. Finally, catastrophic risk (...)
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  19. Aristophanes in the Apology of Socrates.Sophia A. Stone - 2018 - Dialogues d'Histoire Ancienne 44 (2):65-85.
    Using an interdisciplinary approach to reading Plato's Apology of Socrates, I argue that the counter penalty offered by Socrates, what is commonly translated as maintenance in the Prytaneion, was a literary addition from Plato, resembling comic topoi from Aristophanes. I begin with the accounts we have from Plato and Xenophon, then analyze the culture and context of the Prytaneion. Given the evidence, I provide arguments for why the historical Socrates wouldn't respond with sitēsis in the Prytaneion. I suggest that Plato (...)
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  20. Collective Responsibility.H. D. Lewis - 1948 - Philosophy 23 (84):3 - 18.
    If I were asked to put forward an ethical principle which I considered to be especially certain, it would be that no one can be responsible, in the properly ethical sense, for the conduct of another. Responsibility belongs essentially to the individual. The implications of this principle are much more far-reaching than is evident at first, and reflection upon them may lead many to withdraw the assent which they might otherwise be very ready to accord to this view of responsibility. (...)
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  21. L’imagination et les biais de l’empathie.Martin Gibert & Morgane Paris - 2010 - Les ateliers de l'éthique/The Ethics Forum 5 (1):50-65.
    L'empathie est un mode émotionnel qui associe le point de vue d'autrui à des sensations physiologiques. Ce phénomène a tendance à être plus important envers certaines personnes qu'envers d'autres. Or, il existe parfois de bonnes raisons morales de promouvoir une empathie plus égalitaire. Notre hypothèse de psychologie morale est qu'il est possible d'utiliser l'imagination, et en particulier sa dimension volontaire et sa transparence aux émotions, pour corriger certains biais empathiques.
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  22. There is No Question of Physicalism.Tim Crane & D. H. Mellor - 1990 - Mind 99 (394):185-206.
    Many philosophers are impressed by the progress achieved by physical sciences. This has had an especially deep effect on their ontological views: it has made many of them physicalists. Physicalists believe that everything is physical: more precisely, that all entities, properties, relations, and facts are those which are studied by physics or other physical sciences. They may not all agree with the spirit of Rutherford's quoted remark that 'there is physics; and there is stamp-collecting',' but they all grant physical science (...)
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  23. Eucharist: Metaphysical Miracle or Institutional Fact?H. E. Baber - 2013 - International Journal for Philosophy of Religion 74 (3):333-352.
    Presence as ordinarily understood requires spatio-temporal proximity. If however Christ’s presence in the Eucharist is understood in this way it would take a miracle to secure multiple location and an additional miracle to cover it up so that the presence of Christ where the Eucharist was celebrated made no empirical difference. And, while multiple location is logically possible, such metaphysical miracles—miracles of distinction without difference, which have no empirical import—are problematic. I propose an account of Eucharist according to which Christ (...)
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  24. Discretion.H. L. A. Hart - 2013 - Harvard Law Review 127 (2):652-665.
    In this field questions arise which are certainly difficult; but as I listened last time to members of the group, I felt that the main difficulty perhaps lay in determining precisely what questions we are trying to answer. I have the conviction that if we could only say clearly what the questions are, the answers to them might not appear so elusive. So I have begun with a simple list of questions about discretion which in one form or another were, (...)
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  25. Natural Kindness.Matthew H. Slater - 2015 - British Journal for the Philosophy of Science 66 (2):375-411.
    Philosophers have long been interested in a series of interrelated questions about natural kinds. What are they? What role do they play in science and metaphysics? How do they contribute to our epistemic projects? What categories count as natural kinds? And so on. Owing, perhaps, to different starting points and emphases, we now have at hand a variety of conceptions of natural kinds—some apparently better suited than others to accommodate a particular sort of inquiry. Even if coherent, this situation isn’t (...)
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  26. On the Limits of the Precautionary Principle.H. Orri Stefansson - 2019 - Risk Analysis 39 (6):1204-1222.
    The Precautionary Principle (PP) is an influential principle of risk management. It has been widely introduced into environmental legislation, and it plays an important role in most international environmental agreements. Yet, there is little consensus on precisely how to understand and formulate the principle. In this paper I prove some impossibility results for two plausible formulations of the PP as a decision-rule. These results illustrate the difficulty in making the PP consistent with the acceptance of any trade-offs between catastrophic risks (...)
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  27. Commodification and Phenomenology: Evading Consent in Theory Regarding Rape: John H. Bogart.John H. Bogart - 1996 - Legal Theory 2 (3):253-264.
    In a recent essay, Donald Dripps advanced what he calls a “commodification theory” of rape, offered as an alternative to understanding rape in terms of lack of consent. Under the “commodification theory,” rape is understood as the expropriation of sexual services, i.e., obtaining sex through “illegitimate” means. One aim of Dripps's effort was to show the inadequacy of consent approaches to understanding rape. Robin West, while accepting Dripps's critique of consent theories, criticizes Dripps's commodification approach. In its place, West suggests (...)
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  28. Investigating the Elasticity of Meat Consumption for Climate Mitigation: 4Rs for Responsible Meat Use.Sophia Efstathiou - 2019 - In Eija Vinnari & Markus Vinnari (eds.), Sustainable Governance and Management of Food Systems: Ethical Perspectives. Wageningen, Netherlands: pp. 19-25.
    Our main research question is how pliable Norwegian meat consumption practices are. However it is not any type of elasticity we are interested in. We are specifically interested in the scope for what we dub the “4Rs” of responsible meat consumption within existing food systems: 1. Reducing the amount of animal-based proteins used 2. Replacing animal-based protein with plant-based, or insect-based alternatives 3. Refining processes of utilization of animal-based protein to minimize emissions, loss and waste 4. Recognising animal-based protein as (...)
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  29. Scientific Knowledge in the Age of Computation.Sophia Efstathiou, Rune Nydal, Astrid LÆgreid & Martin Kuiper - 2019 - Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 34 (2):213-236.
    With increasing publication and data production, scientific knowledge presents not simply an achievement but also a challenge. Scientific publications and data are increasingly treated as resources that need to be digitally ‘managed.’ This gives rise to scientific Knowledge Management : second-order scientific work aiming to systematically collect, take care of and mobilise first-hand disciplinary knowledge and data in order to provide new first-order scientific knowledge. We follow the work of Leonelli, Efstathiou and Hislop in our analysis of the use of (...)
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  30. The Real Presence.H. E. Baber - 2013 - Religious Studies 49 (1):19-33.
    The doctrine that Christ is really present in the Eucharist appears to entail that Christ's body is not only multiply located but present in different ways at different locations. Moreover, the doctrine poses an even more difficult meta-question: what makes a theological explanation of the Eucharist a ‘real presence’ account? Aquinas's defence of transubstantiation, perhaps the paradigmatic account, invokes Aristotelian metaphysics and the machinery of Scholastic philosophy. My aim is not to produce a ‘rational reconstruction’ of his analysis but rather (...)
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  31.  46
    ПРОБЛЕМЫ ФИЛОСОФИИ ОБРАЗОВАНИЯ В ГЛОБАЛИЗИРУЮЩЕМСЯ МИРЕ.Sophia Polyankina - 2012 - In ЧЕЛОВЕК В МИРЕ. МИР В ЧЕЛОВЕКЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ ФИЛОСОФИИ, СОЦИОЛОГИИ, ПОЛИТОЛОГИИ И ПСИХОЛОГИИ. pp. 94-95.
    В статье рассматриваются проблемы молодой науки – философии образования – в контексте процессов глобализации. Среди основных проблем, с которыми столкнулась новая отрасль социальной философии, названы: вопрос о научном статусе дисциплины, многообразие конкурирующих направлений в русле современной философии образования и неоднозначная трактовка самого понятия «образование» в XXI веке.
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  32.  86
    КАТЕГОРИИ СОЦИАЛЬНОЙ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В КАТЕГОРИАЛЬНОМ АППАРАТЕ ФИЛОСОФИИ ОБРАЗОВАНИЯ.Sophia Polyankina - 2013 - Вестник Пермского Университета 2 (14):66-74.
    Рассмотрены процессуальные категории социальной интеграции и дифференциации применительно к описанию эволюции отечественной образовательной системы и выявлена их диалектическая взаимосвязь. Показано место исследуемых понятий среди таких философских категорий, как «единичное –особенное – множественное», «единое – множество», «целостность – фрагментарность», «универсальность – партикулярность». Образование понимается в первую очередь как система, развитию которой присущи тенденции интеграции и дифференциации на различных ее уровнях, что позволяет объединить социально-функциональный и философско-антропологичский взгляды на онтологическую сущность и цели образования.
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  33.  26
    ПОНЯТИЕ ИНТЕГРАЦИИ В КАТЕГОРИАЛЬНОМ АППАРАТЕ ФИЛОСОФИИ ОБРАЗОВАНИЯ.Sophia Polyankina - 2013 - Интеграция Образования 2:76-82.
    Автором исследуется роль понятия интеграции в описании эволюции отечественной образовательной системы. В качестве методологической базы исследования выступает философия образования. Выделяются и характеризуются ведущие направления интеграции в отечественном образовании на современном этапе.
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  34.  29
    РАЗВИТИЕ ПРЕДСТАВЛЕНИЙ ОБ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В ОБРАЗОВАНИИ В ИСТОРИИ НАУЧНО-ФИЛОСОФСКОЙ МЫСЛИ.Sophia Polyankina - 2014 - Историческая И Социально-Образовательная Мысль 3 (25):281-286.
    Исследовано развитие представлений об интеграции и дифференциации в образовании в истории научно-философской мысли. Выделены основные тенденции взаимовлияния этих процессов в развитии образовательных систем и социума. Выявлены области общего проблемного содержания процессов интеграции и дифференциации в образовании на протяжении его исторического развития.
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  35.  39
    ОСМЫСЛЕНИЕ ФЕНОМЕНА ОБРАЗОВАНИЯ В ДИСКУРСЕ ЭКЗИСТЕНЦИАЛЬНОЙ ПЕДАГОГИКИ.Sophia Polyankina & Kristina Drozdova - 2016 - Вестник Ленинградского Государственного Университета Им. А.С. Пушкина 1:204-2012.
    В статье обсуждаются два подхода к пониманию феномена образования: социально-функциональный и личностно-экзистенциальный, выделяются и осмысляются проблемные зоны отечественного среднего общего образования. Акцентируется диалогическая сущность феномена образования: важная роль отводится Другому, в неконкурентном общении с которым раскрывается подлинная экзистенция субъекта образования. Постулируется, что только в целостном познании мира через призму нескольких равноправных картин мира различных областей знания возможно воспитание целостной личности с целостным мировоззрением. Обращение педагогов к личностно-экзистенциальному подходу способно вывести субъектов системы образования из кризиса.
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  36.  43
    Социальные интеграция и дифференциация в контексте «третьей миссии» университета.Sophia Polyankina - 2016 - In Сборник научных трудов V Сибирcкого философского семинара. pp. 263-267.
    Проведя анализ работ на тему миссии университета, автор приходит к заключению, что социальная интеграция и дифференциация зафиксированы в качестве средств и/или целей университетского образования в классических работах на тему идеи и миссии университета, а среди современных трактовок его «третьей миссии» наибольшее внимание изучаемым процессам уделяется в контексте социальной вовлечённости университета в жизнь сообщества.
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  37.  81
    Семиотический подход к разрешению ключевых противоречий современной системы образования.Sophia Polyankina - 2018 - Вестник Томского Государственного Университета. Философия. Социология. Политология 41:64-71.
    Семиотика образования (edusemiotics) – относительно новая отрасль философии образования, обладающая, на взгляд автора, потенциалом для переосмысления и разрешения противоречий, накопившихся в системе современного российского образования. В статье выявлены острые противоречия на различных уровнях системы образования (уровне содержания образования, уровне организации образовательного процесса, институциональном и глобальном уровнях), вызванные дисбалансом процессов интеграции и дифференциации в образовании. С позиций семиотики образования предпринята попытка их философского осмысления. Предлагаются и обсуждаются варианты разрешения данных противоречий.
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  38.  50
    Потенциал семиотики образования в поиске новой концептуальной метафоры образования.Sophia Polyankina - 2018 - Философия Образования 74 (1):166-174.
    Семиотика образования (edusemiotics) – относительно новая отрасль философии образования, обладающая, по мнению автора, потенциалом для переосмысления и разрешения противоречий, накопившихся в системе современного российского образования. Источник противоречий – неверный выбор концептуальной метафоры образования, положенной авторами современной образовательной политики и реформ в основу проектирования желаемых результатов преобразований, а именно производственной метафоры, рассматривающей систему образования с позиций экономцентричной логики. Данные социологических исследований в русле образования и контент-анализа дискурса об образовании, используемых для метафорического моделирования, подтверждают при-мат данной метафоры над другими. Лингвистическими маркерами этой (...)
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  39.  50
    МЕХАНИЗМЫ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В ВЫСШЕЙ ШКОЛЕ: СОТРУДНИЧЕСТВО VS. КОНКУРЕНЦИЯ.Sophia Polyankina - 2019 - Профессиональное Образование В Современном Мире 9 (1):2397–2405.
    Статья нацелена на установление причин недовольства реформами высшего образования. Автор усматривает их истоки в несовпадении концептуальных метафор образования, которыми руководствуются работники высшей школы и мега- и макрорегуляторы системы образования. Экономцентричная логика последних заставляет ориентировать индивидов и целые организации высшего образования на конкурентные отношения. Однако это противоречит русской ментальности, и конкуренция зачастую осуществляется за счет сотрудничества. Противостояние патерналистскому стилю управления является мощным интегрирующим фактором. Автор выделяет и описывает несколько уровней, на которых прослеживаются отношения конкуренции и сотрудничества, а также характеризует социально-одобряемые и (...)
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  40.  50
    ОНЛАЙН-ОБРАЗОВАНИЕ: РЕОНТОЛОГИЗАЦИЯ ИЛИ ­ДЕОНТОЛОГИЗАЦИЯ?Sophia Polyankina - 2020 - Профессиональное Образование В Современном Мире 10 (1):3428 –3437.
    Проблемная цель статьи заключается в выявлении направления вектора развития современных образовательных систем в цифровую эпоху в сторону реонтологизации или деонтологизации образования. Целенаправленные цифровизация и коммодификация образования, способствующие воплощению в реальность положений этики трансгуманизма, влекут за собой трансформацию представлений о сущности образования, по масштабам сравнимую с внедрением массового образования в XX веке. Возникают новые способы построения онтологий образования, направленные на поиски основополагающих оснований данного феномена. Веками под образованием понимался процесс трансляции знаний, ценностей, норм поведения, способов деятельности от человека к человеку, вовлечение (...)
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  41.  99
    Conceptual Metaphors of Education: Grounds for Social Conflict in Modern-Day Russia.Sophia Polyankina - 2020 - Advances in Social Science, Education and Humanities Research 447:268-273.
    In modern Russian society, it is possible to trace the division into citizens who support the reforms of the education system, carried out over the past 20 years, and their ideological opponents. The purpose of the article is to identify the grounds of this social conflict and the failure of the reforms at the level of public consciousness. The author argues that the discrepancy between conceptual education metaphors guiding the vector of education policy causes a different understanding of the essence, (...)
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  42.  39
    Integration and Differentiation in Education in the Epoch of Globalization.Sophia Polyankina - 2012 - In ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ РАЗВИТИЯ ОБРАЗОВАНИЯ В XXI ВЕКЕ: ПРОФЕССИОНАЛЬНОЕ СТАНОВЛЕНИЕ ЛИЧНОСТИ (ФИЛОСОФСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ). pp. 7-10.
    The purpose of the article is to consider the socio-cultural aspect of the processes of integration and differentiation in the development of the system of education in Russia that undergoes changes in a globalized society.
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  43.  32
    Philosophy of Contemporary Polyculutural Education.Sophia Polyankina & Nadezhda Bulankina - 2011 - International Journal of Academic Research 3 (1):283-285.
    The goal of the article is to consider one of the urgent issues of modern school, i. e. education in the contextof multiculturalism. In the article there are compared the concepts of “multicultural education” in the USA and “polycultural education” in Russian Federation. Meanwhile it is noted that conceptual structure of modernpolycultural education is going through a syncretic phase, which means that inventory and concretization of concepts appearing in the papers on this topic are indispensable.
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  44. Definite Knowledge and Mutual Knowledge.Herbert H. Clark & Catherine R. Marshall - 1981 - In Aravind K. Joshi, Bonnie L. Webber & Ivan A. Sag (eds.), Elements of Discourse Understanding. Cambridge, UK: Cambridge University Press. pp. 10–63.
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  45. A New Hope.Kyle H. Blumberg & John Hawthorne - forthcoming - Journal of Philosophy.
    The analysis of desire ascriptions has been a central topic of research for philosophers of language and mind. This work has mostly focused on providing a theory of want reports, i.e. sentences of the form 'S wants p'. In this paper, we turn attention from want reports to a closely related, but relatively understudied construction, namely hope reports, i.e. sentences of the form 'S hopes p'. We present two contrasts involving hope reports, and show that existing approaches to desire fail (...)
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  46. Can Motto-Goals Outperform Learning and Performance Goals? Influence of Goal Setting on Performance and Affect in a Complex Problem Solving Task.Miriam Sophia Rohe, Joachim Funke, Maja Storch & Julia Weber - 2016 - Journal of Dynamic Decision Making 2 (1):1-15.
    In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. It was (...)
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  47. A Philosophy of Evidence Law: Justice in the Search for Truth.H. L. Ho - 2008 - Oxford University Press.
    This book examines the legal and moral theory behind the law of evidence and proof, arguing that only by exploring the nature of responsibility in fact-finding can the role and purpose of much of the law be fully understood. Ho argues that the court must not only find the truth to do justice, it must do justice in finding the truth.
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  48. H.O.T. Theory, Concepts, and Synesthesia: A Reply to Adams and Shreve.Rocco J. Gennaro - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (4):443-448.
    In response to Fred Adams and Charlotte Shreve’s (2016) paper entitled “What Can Synesthesia Teach Us about Higher Order Theories of Consciousness?”, previously published in Symposion, I argue that H.O.T. theory does have the resources to account for synesthesia and the specific worries that they advance in their paper, such as the relationship between concepts and experience and the ability to handle instances of ‘pop-out’ experiences.
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  49. Revisionary Dispositionalism and Practical Reason.H. Lillehammer - 2000 - The Journal of Ethics 4 (3):173-190.
    This paper examines the metaphysically modest view that attributionsof normative reasons can be made true in the absence of a responseindependent normative reality. The paper despairs in finding asatisfactory account of normative reasons in metaphysically modestterms.
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  50. Does Colour Constancy Exist?David H. Foster - 2003 - Trends in Cognitive Sciences 7 (10):439-443.
    For a stable visual world, the colours of objects should appear the same under different lights. This property of colour constancy has been assumed to be fundamental to vision, and many experimental attempts have been made to quantify it. I contend here, however, that the usual methods of measurement are either too coarse or concentrate not on colour constancy itself, but on other, complementary aspects of scene perception. Whether colour constancy exists other than in nominal terms remains unclear.
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