Results for 'Three Teachings'

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  1. Trans-Cultural Journeys of East-Asian Educators: The Impact of the Three Teachings.Nguyen Hoang Giang-Le, Chieh-Tai Hsiao & Youmi Heo - 2020 - International Journal for Cross-Disciplinary Subjects in Education 11 (1):4201-4210.
    This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by (...)
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  2. Teaching Gloria Anzaldúa as an American Philosopher.Alexander Stehn - 2020 - In Margaret Cantú-Sánchez, Candace de León-Zepeda & Norma Elia Cantú (eds.), Teaching Gloria E. Anzaldúa: Pedagogy and Practice for Our Classrooms and Communities. pp. 296-313.
    Many of my first students at Anzaldúa’s alma mater read Borderlands/La Frontera and concluded that Anzaldúa was not a philosopher. Hostile comments suggested that Anzaldúa’s intimately personal and poetic ways of writing were not philosophical. In response, I created “American Philosophy and Self-Culture” using backwards course design and taught variations of it in 2013, 2016, and 2018. Students spend nearly a month exploring Anzaldúa’s works, but only after reading three centuries of U.S.-American philosophers who wrote in deeply personal and (...)
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  3.  82
    Teaching Applied Ethics to the Righteous Mind.Peter Murphy - 2014 - Journal of Moral Education 43 (4):413-428.
    What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at (...)
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  4. Skill and Expertise in Three Schools of Classical Chinese Thought.Hagop Sarkissian - forthcoming - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise. Routledge.
    The classical Chinese philosophical tradition (ca. 6th to 3rd centuries BCE) contains rich discussion of skill and expertise. Various texts exalt skilled exemplars (whether historical persons or fictional figures) who guide and inspire those seeking virtuosity within a particular dao (guiding teaching or way of life). These texts share a preoccupation with flourishing, or uncovering and articulating the constituents of an exemplary life. Some core features thought requisite to leading such a life included spontaneity, naturalness, and effortless ease. However, there (...)
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  5. What Certainty Teaches.Tomas Bogardus - 2012 - Philosophical Psychology 25 (2):227 - 243.
    Most philosophers, including all materialists I know of, believe that I am a complex thing?a thing with parts?and that my mental life is (or is a result of) the interaction of these parts. These philosophers often believe that I am a body or a brain, and my mental life is (or is a product of) brain activity. In this paper, I develop and defend a novel argument against this view. The argument turns on certainty, that highest epistemic status that a (...)
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  6. Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 1).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):15-30.
    This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The paper (...)
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  7. Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey.Alexander Stehn - 2018 - In Steven M. Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis, IN, USA: pp. 170-184.
    This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation (...)
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  8. Reconceptualising Teaching as Transformative Practice: Alasdair MacIntyre in the South African Context.Dominic Griffiths & Maria Prozesky - 2020 - Journal of Education 2 (79):4-17.
    In its ideal conception, the post-apartheid education landscape is regarded as a site of transformation that promotes democratic ideals such as citizenship, freedom, and critical thought. The role of the educator is pivotal in realising this transformation in the learners she teaches, but this realisation extends beyond merely teaching the curriculum to the educator herself, as the site where these democratic ideals are embodied and enacted. The teacher is thus centrally placed as a moral agent whose behaviour, in the classroom (...)
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  9. Teaching & Researching Big History: Exploring a New Scholarly Field.Leonid Grinin, David Baker, Esther Quaedackers & Andrey V. Korotayev - 2014 - Volgograd: "Uchitel" Publishing House.
    According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre of (...)
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  10. Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
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  11.  33
    Teaching & Learning Guide For: Basic Needs in Normative Contexts.Thomas Pölzler - 2021 - Philosophy Compass 16 (5):e12732.
    From the day on which humans are born they need things. Some of these needs seem “basic,” such as our needs for food, water or shelter. Everybody has these needs. We cannot escape them. We also cannot escape the serious harm that arises when these needs remain unsatisfied. It is thus no wonder that in thinking about what we ought to do some researchers have suggested to first and foremost focus on people's basic needs. Such need‐based theories must answer (...) main questions: What are basic needs? What are their implications for normative questions? And how can these needs and their satisfaction be measured? Proponents must also defend these theories against objections, such as against the objections that the theories are paternalistic, materialistic, and passivity‐promoting. Depending on their goals and contexts (distributive justice, sustainable development, human rights, etc.), appeals to basic needs may take various different forms. (shrink)
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  12.  16
    Three Patterns to Support Empathy in Computer-Mediated Human Interaction.Michael Lyons & Daniel Kluender - 2020 - arXiv 2011:1-6.
    We present three patterns for computer-mediated interaction which we discovered during the design and development of a platform for remote teaching and learning of kanji, the Chinese characters used in written Japanese. Our aim in developing this system was to provide a basis for embodiment in remote interaction, and in particular to support the experience of empathy by both teacher and student. From this study, the essential elements are abstracted and suggested as design patterns for other computer-mediated interaction systems.
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  13.  10
    “Teach Me To Do What’s Right”: Faith, Hope, and Love as Post-Religious Virtues.A. G. Holdier - 2021 - Journal for Cultural and Religious Theory 20 (3).
    According to Thomas Aquinas, what distinguishes the theological from the cardinal virtues is the nature of their object: the latter aim at the natural excellence of humans, while the former direct us beyond ourselves to focus on the Divine. This paper considers the cinematic work of Drew Goddard — in particular, his 2018 film _Bad Times at the El Royale_ — as a post-religious response to Aquinas, insofar as it retains and re-presents Faith, Hope, and Love as valuable elements of (...)
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  14.  70
    Applying CLIL Techniques to Teach Analytic Philosophy in English.Oleksandr Kulyk - 2017 - In Education and Science in the Context of Global Transformations. Dnipro, Ukraine: Ohotnik. pp. 182-183.
    I have been lecturing Analytic Philosophy course in English at Oles Honchar Dnipro National University, Ukraine, for three years. Teaching using CLIL (Content and Language Integrated Learning) techniques enables me to do it effectively. All three groups of my master’s-degree students who had learned analytic philosophy by CLIL techniques demonstrated good results of their learning. They not only achieved strong knowledge of analytic philosophy but also sufficiently improved their skills in English writing, speaking, reading, and listening.
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  15. The Benefits of Comedy: Teaching Ethics Through Shared Laughter.Christine James - 2005 - Academic Exchange Extra (April).
    Over the last three years I have been fortunate to teach an unusual class, one that provides an academic background in ethical and social and political theory using the medium of comedy. I have taught the class at two schools, a private liberal arts college in western Pennsylvania and a public regional state university in southern Georgia. While the schools vary widely in a number of ways, there are characteristics that the students share: the school in Pennsylvania had a (...)
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  16. Trickster-Like Teachings in Tibetan Buddhism: Shortcuts Towards Destroying Illusions.Z. ma - 2018 - Asian Research Journal of Arts and Social Sciences 5 (1):01-09.
    Trickster-like Dharma teachings in Tibetan Buddhism behave as a kind of shortcuts in the approach to leading people along the path of enlightenment. This essay collects three such teachings of different levels towards destroying illusions, i.e., Buddha’s silence, Guru’s paradox, and Ego’s kleshas. They are necessary as “an ace up the sleeve” for Buddha to destruct disciples’ metaphysical quagmire, for Guru to lead community toward perfect transcendence, and for individuals to attain self-consciousness.
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  17. From Teacher to Senior Teacher Educator: Exploring the Teaching-Research Nexus in Israeli Academic Colleges of Education.Maria Gutman - 2021 - Journal of Education for Teaching 8 (4):1-15.
    The concept of Teaching-Research Nexus (TRN) is one of the main characteristics of the academic orientation. The current study attempts to examine how this perception is implemented in Israeli Academic Colleges of Education (ACEs) and how it is expressed in the work of senior teacher educators who have previously served as teachers in schools. An analysis of nine semistructured interviews pointed to teacher students’ and teacher educators’ agency as being prominent patterns in the TRN implementation, and which are expressed in (...)
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  18. Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 2).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):16-28.
    Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden of prose (...)
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  19.  85
    Universal Relevance of Guru Nanak's Teachings.Devinder Pal Singh - 2019 - In Proc. Fourth Canadian Punjabi Conference (Celebrating 550th Birth Anniversary of Guru Nanak Dev Ji), 6th July 2019,. Ottawa, ON, Canada: pp. 318-330.
    Although 550 years have passed since the birth of Guru Nanak, his life and teachings still hold great power and meaning for humanity in the 21st century. He was not only the founder of the Sikh religion but was a great poet, an eminent philosopher, a notable humanist, and a leading social reformer. His philosophy for a social revolution and universal brotherhood is relevant more than ever before. He not only propounded a new way of life but a realistic (...)
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  20.  68
    Modeling the concept of truth using the largest intrinsic fixed point of the strong Kleene three valued semantics (in Croatian language).Boris Culina - 2004 - Dissertation, University of Zagreb
    The thesis deals with the concept of truth and the paradoxes of truth. Philosophical theories usually consider the concept of truth from a wider perspective. They are concerned with questions such as - Is there any connection between the truth and the world? And, if there is - What is the nature of the connection? Contrary to these theories, this analysis is of a logical nature. It deals with the internal semantic structure of language, the mutual semantic connection of sentences, (...)
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  21.  57
    Comparing Nursing Interventions Delivered With Risk Factors Of Patients With Coronary Artery Disease? A Retrospective Study Within Teaching Hospital In China.Fatina Ramadhani Bororo, Mcvn Xue Jing, Mcvn Ye Qing, M. S. N. Ayoma Kamalangani Rathnayake, M. S. N. Wei Wu & Yilan Liu - 2019 - International Journal of Academic Multidisciplinary Research (IJAMR) 3 (4):1-9.
    Abstract: Background: Coronary artery disease remains the leading cause of morbidity and mortality Worldwide. Previous reviews pointed that nursing interventions are beneficial for coronary artery patients. However, most interventions focused on education and counselling, but not consistent with the outcome set; still did not consider patient’s coronary artery disease risky characteristics. Related studies in China also difficult to find. Therefore this study was conducted to investigate kinds of nursing interventions delivered to coronary artery patients and match them with patient’s risk (...)
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  22. On How Religions Could Accidentally Incite Lies and Violence: Folktales as a Cultural Transmitter.Quan-Hoang Vuong, Manh-Tung Ho, Hong-Kong T. Nguyen, Thu-Trang Vuong, Trung Tran, Khanh-Linh Hoang, Thi-Hanh Vu, Phuong-Hanh Hoang, Minh-Hoang Nguyen, Manh-Toan Ho & Viet-Phuong La - 2020 - Palgrave Communications 6 (1):82.
    Folklore has a critical role as a cultural transmitter, all the while being a socially accepted medium for the expressions of culturally contradicting wishes and conducts. In this study of Vietnamese folktales, through the use of Bayesian multilevel modeling and the Markov chain Monte Carlo technique, we offer empirical evidence for how the interplay between religious teachings (Confucianism, Buddhism, and Taoism) and deviant behaviors (lying and violence) could affect a folktale’s outcome. The findings indicate that characters who lie and/or (...)
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  23. "Shining Lights, Even in Death": What Metal Gear Can Teach Us About Morality (Master's Thesis).Ryan Wasser - 2019 - Dissertation, West Chester University
    Morality has always been a pressing issue in video game scholarship, but became more contentious after “realistic” violence in games became possible. However, few studies concern themselves with how players experience moral dilemmas in games, choosing instead to focus on the way games affect postplay behavior. In my thesis I discuss the moral choices players encounter in the Metal Gear series of games; then, I analyze and compare the responses of players with and without martial career experiences. My argument is (...)
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  24. On How Religions Could Accidentally Incite Lies and Violence: Folktales as a Cultural Transmitter.Quan-Hoang Vuong, Ho Manh Tung, Nguyen To Hong Kong, La Viet Phuong, Vuong Thu Trang, Vu Thi Hanh, Nguyen Minh Hoang & Manh-Toan Ho - manuscript
    This research employs the Bayesian network modeling approach, and the Markov chain Monte Carlo technique, to learn about the role of lies and violence in teachings of major religions, using a unique dataset extracted from long-standing Vietnamese folktales. The results indicate that, although lying and violent acts augur negative consequences for those who commit them, their associations with core religious values diverge in the final outcome for the folktale characters. Lying that serves a religious mission of either Confucianism or (...)
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  25. "Cultural Additivity" and How the Values and Norms of Confucianism, Buddhism, and Taoism Co-Exist, Interact, and Influence Vietnamese Society: A Bayesian Analysis of Long-Standing Folktales, Using R and Stan.Quan-Hoang Vuong, Manh-Tung Ho, Viet-Phuong La, Dam Van Nhue, Bui Quang Khiem, Nghiem Phu Kien Cuong, Thu-Trang Vuong, Manh-Toan Ho, Hong Kong T. Nguyen, Viet-Ha T. Nguyen, Hiep-Hung Pham & Nancy K. Napier - manuscript
    Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and beliefs, even (...)
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  26. Theory Without Theories: Well-Being, Ethics and Medicine.Jennifer Hawkins - forthcoming - Journal of Medicine and Philosophy.
    No concept is more important for clear thinking about medical ethics than the concept of well-being or (what I take to be the same thing) the concept of what’s good for a person. Yet for a variety of reasons medical ethicists have generally had little to say about this notion. Medical ethics education, and bioethics more generally, would be better if people learned to think about welfare in a more substantial and structured way. Philosophers would typically approach such a problem (...)
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  27.  38
    Educator Identity Development on The Trans-Cultural Journeys.Nguyen Le, Chieh-Tai Hsiao & Youmi Heo - 2019 - In 2019 Canadian International Conference on Education, Toronto. Toronto, Canada: University of Toronto. pp. 1-4.
    We are three emerging educators, from the East to the West, reflecting on our lived experiences in Asian educational contexts and shaping our identities through a connection between the motherlands and the places we immigrated to. Our educator identities have been grounded on the social inequities we experienced in Asian education through the lens of culturally and socially Asian teachers studying in Canadian institutions. We story our lived experiences by using photo-voice research method to elicit our East-to-West transcultural journeys. (...)
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  28. Arguments for Nonparental Care for Children.Anca Gheaus - 2011 - Social Theory and Practice 37 (3):483-509.
    I review three existing arguments in favor of having some childcare done by nonparents and then I advance five arguments, most of them original, to the same conclusion. My arguments rely on the assumption that, no matter who provides it, childcare will inevitably go wrong at times. I discuss the importance of mitigating bad care, of teaching children how to enter caring relationships with people who are initially strangers to them, of addressing children's structural vulnerability to their caregivers, of (...)
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  29. Thermodynamics and Mechanical Equivalent of Heat.Nahum Kipnis - 2014 - Science & Education 23 (10):2007-2044.
    This paper is the first part of a three-part project ‘How the principle of energy conservation evolved between 1842 and 1870: the view of a participant’. This paper aims at showing how the new ideas of Mayer and Joule were received, what constituted the new theory in the period under study, and how it was supported experimentally. A connection was found between the new theory and thermodynamics which benefited both of them. Some considerations are offered about the desirability of (...)
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  30. English Language Learner Autonomy in the Vietnamese Higher Education Context: Enabling Factors and Barriers Arising From Assessment Practice.Trần Thị Ngọc Hà - 2019 - Dissertation, The University of Adelaide
    Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...)
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  31. Imaginative Experience.Amy Kind - 2020 - In Uriah Kriegel (ed.), Oxford Handbook of Philosophy of Consciousness. Oxford University Press.
    In this essay, the focus is not on what imagination is but rather on what it is like. Rather than exploring the various accounts of imagination on offer in the philosophical literature, we will instead be exploring the various accounts of imaginative experience on offer in that literature. In particular, our focus in what follows will be on three different sorts of accounts that have played an especially prominent role in philosophical thinking about these issues: the impoverishment view (often (...)
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  32. The Role of Administrative Procedures and Regulations in Enhancing the Performance of The Educational Institutions - The Islamic University in Gaza is A Model.Ashraf A. M. Salama, Youssef M. Abu Amuna, Mazen J. Al Shobaki & Samy S. Abu-Naser - 2018 - International Journal of Academic Multidisciplinary Research (IJAMR) 2 (2):14-27.
    The study aimed to identify the role of administrative procedures and systems in enhancing the performance of the educational institutions in the Islamic University in Gaza. To achieve the research objectives, the researchers used the analytical descriptive approach to collect information. The researchers used the questionnaire distributed to three categories of employees at the Islamic University (senior management, faculty members, their assistants and members of the administrative board). A random sample of 314 employees was selected and 276 questionnaires were (...)
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  33. The Role of the Practice of Excellence Strategies in Education to Achieve Sustainable Competitive Advantage to Institutions of Higher Education-Faculty of Engineering and Information Technology at Al-Azhar University in Gaza a Model.Mazen J. Al Shobaki & Samy S. Abu Naser - 2017 - International Journal of Digital Publication Technology 1 (2):135-157.
    This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in education, (...)
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  34. Scaffolding Memory: Themes, Taxonomies, Puzzles.John Sutton - 2015 - In Lucas Bietti & Charlie Stone (eds.), Contextualizing Human Memory: An interdisciplinary approach to understanding how individuals and groups remember the past. Routledge. pp. 187-205..
    Through a selective historical, theoretical, and critical survey of the uses of the concept of scaffolding over the past 30 years, this chapter traces the development of the concept across developmental psychology, educational theory, and cognitive anthropology, and its place in the interdisciplinary field of distributed cognition from the 1990s. Offering a big-picture overview of the uses of the notion of scaffolding, it suggests three ways to taxonomise forms of scaffolding, and addresses the possible criticism that the metaphor of (...)
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  35. The Current State of Medical School Education in Bioethics, Health Law, and Health Economics.Govind C. Persad, Linden Elder, Laura Sedig, Leonardo Flores & Ezekiel J. Emanuel - 2008 - Journal of Law, Medicine and Ethics 36 (1):89-94.
    Current challenges in medical practice, research, and administration demand physicians who are familiar with bioethics, health law, and health economics. Curriculum directors at American Association of Medical Colleges-affiliated medical schools were sent confidential surveys requesting the number of required hours of the above subjects and the years in which they were taught, as well as instructor names. The number of relevant publications since 1990 for each named instructor was assessed by a PubMed search.In sum, teaching in all three subjects (...)
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  36. Ancient Logic and its Modern Interpretations.John Corcoran (ed.) - 1974 - Boston: Reidel.
    This book treats ancient logic: the logic that originated in Greece by Aristotle and the Stoics, mainly in the hundred year period beginning about 350 BCE. Ancient logic was never completely ignored by modern logic from its Boolean origin in the middle 1800s: it was prominent in Boole’s writings and it was mentioned by Frege and by Hilbert. Nevertheless, the first century of mathematical logic did not take it seriously enough to study the ancient logic texts. A renaissance in ancient (...)
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  37. Ang Noli Me Tangere at El Filibusterismo ni Jose Rizal Bilang Mga Post-kolonyal na Babasahin: Isang Paglalarawan sa Umuusbong na Kultura ng Pagtuturo at Pagkatuto sa Mga Piling Paaralan sa Lungsod ng Marikina, Metro Manila.Axle Christien Tugano - 2021 - Kawing Journal 5 (1):11-54.
    The masterful works Noli Me Tangere (1887) and El Filibusterismo (1891) can be considered as post-colonial writings because they are constantly studied and used as tools for raising awareness and remembering the violence and personal experiences of the Filipino society. This is an indirect description of the colonial period in the perspective of modern times. However, the teaching and appreciation of these writings become complicated because they are often neglected or otherwise considered as a subject that needs to be covered (...)
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  38. The Unity of the Brentano School.Arnaud Dewalque - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 236-248.
    Franz Brentano’s works are not just full of deep and innovative insights into mind, world and values. His views also turned out to be highly influential upon several generations of students, who made them the basis of their own philosophical investigations, giving rise to what is known as the Brentano School (Albertazzi et al. 1996; Fisette & Fréchette 2007). In this chapter, I give a bird’s eye view of the Brentano School from a rather historical perspective. My leading hypothesis is (...)
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  39. The Workings of the Intellect: Mind and Psychology.Gary Hatfield - 1997 - In Patricia Easton (ed.), Logic and the Workings of the Mind: The Logic of Ideas and Faculty Psychology in Early Modern Philosophy. Ridgeview Publishing Co. pp. 21-45.
    Two stories have dominated the historiography of early modern philosophy: one in which a seventeenth century Age of Reason spawned the Enlightenment, and another in which a skeptical crisis cast a shadow over subsequent philosophy, resulting in ever narrower "limits to knowledge." I combine certain elements common to both into a third narrative, one that begins by taking seriously seventeenth-century conceptions of the topics and methods central to the rise of a "new" philosophy. In this revisionist story, differing approaches to (...)
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  40. “A Lot More Bad News for Conservatives, and a Little Bit of Bad News for Liberals? Moral Judgments and the Dark Triad Personality Traits: A Follow-Up Study”.Marcus Arvan - 2013 - Neuroethics 6 (1):51-64.
    In a recent study appearing in Neuroethics, I reported observing 11 significant correlations between the “Dark Triad” personality traits – Machiavellianism, Narcissism, and Psychopathy – and “conservative” judgments on a 17-item Moral Intuition Survey. Surprisingly, I observed no significant correlations between the Dark Triad and “liberal” judgments. In order to determine whether these results were an artifact of the particular issues I selected, I ran a follow-up study testing the Dark Triad against conservative and liberal judgments on 15 additional moral (...)
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  41.  3
    I manuali di filosofia nella prima età moderna: uno sguardo introduttivo.Gregorio Piaia - 2015 - Noctua 2 (1-2):1-23.
    During the early modern age, the teaching of philosophy pivots on the systematic manual which replaces the traditional ‘commentarium’ also in the schools run by the religious orders of the Catholic Church. When confronted with the rise and diffusion of the new philosophy and of the new science, the authors of philosophical manuals basically follow three different directions: beside the defenders of the Aristotelian-Scholastic tradition and the enthusiastic innovators, there emerges a third conspicuous orientation, which tries to take a (...)
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  42. Transmitting Faith.John Greco - 2018 - European Journal for Philosophy of Religion 10 (3):85-104.
    Part One of the paper argues against evidentialism and individualism in religiousepistemology, and in favor of a “social turn” in the field. The idea here is that humanbelief in general, and religious belief in particular, is largely characterized by epistemicdependence on other persons. An adequate epistemology, it is agued, ought to recognizeand account for social epistemic dependence.Part Two considers a problem that becomes salient when we make such a turn. Inshort, how are we to understand the transmission of knowledge and (...)
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  43. Is Your Opinion on Abortion Wrong? Critical Thinking & Abortion.Nathan Nobis & Kristina Grob - 2020 - Science and Philosophy.
    For the past few years in the United States, almost daily there’s a headline about new proposed abortions restrictions. Conservatives cheer, liberals despair. But who is right here? Should abortion be generally legal or should it be banned? Is it usually immoral or is it usually not wrong at all? These same questions, of course, are asked in other countries. To many people, answers to these questions seem obvious, and people with different or contrary answers are, well, just wrong. But (...)
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  44. Identity Logics.John Corcoran & Stanley Ziewacz - 1979 - Notre Dame Journal of Formal Logic 20 (4):777-784.
    In this paper we prove the completeness of three logical systems I LI, IL2 and IL3. IL1 deals solely with identities {a = b), and its deductions are the direct deductions constructed with the three traditional rules: (T) from a = b and b = c infer a = c, (S) from a = b infer b = a and (A) infer a = a(from anything). IL2 deals solely with identities and inidentities {a ± b) and its deductions (...)
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  45. The Role of Eros in Plato's "Republic".Stanley Rosen - 1965 - Review of Metaphysics 18 (3):452-475.
    The first part of my hypothesis, then, is simple enough, and would be accepted in principle by most students of Plato: the dramatic structure of the dialogues is an essential part of their philosophical meaning. With respect to the poetic and mathematical aspects of philosophy, we may distinguish three general kinds of dialogue. For example, consider the Sophist and Statesman, where Socrates is virtually silent: the principal interlocutors are mathematicians and an Eleatic Stranger, a student of Parmenides, although one (...)
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  46. A Multiform Desire.Olof Pettersson - 2013 - Dissertation, Uppsala University
    This dissertation is a study of appetite in Plato’s Timaeus, Republic and Phaedrus. In recent research is it often suggested that Plato considers appetite (i) to pertain to the essential needs of the body, (ii) to relate to a distinct set of objects, e.g. food or drink, and (iii) to cause behaviour aiming at sensory pleasure. Exploring how the notion of appetite, directly and indirectly, connects with Plato’s other purposes in these dialogues, this dissertation sets out to evaluate these ideas. (...)
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  47. Siris and the Scope of Berkeley's Instrumentalism.Lisa J. Downing - 1995 - British Journal for the History of Philosophy 3 (2):279 – 300.
    I. Introduction Siris, Berkeley's last major work, is undeniably a rather odd book. It could hardly be otherwise, given Berkeley's aims in writing it, which are three-fold: 'to communicate to the public the salutary virtues of tar-water,'1 to provide scientific background supporting the efficacy of tar-water as a medicine, and to lead the mind of the reader, via gradual steps, toward contemplation of God.2 The latter two aims shape Berkeley's extensive use of contemporary natural science in Siris. In particular, (...)
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  48. Online Deliberation: Design, Research, and Practice.Todd Davies & Seeta Peña Gangadharan (eds.) - 2009 - CSLI Publications/University of Chicago Press.
    Can new technology enhance purpose-driven, democratic dialogue in groups, governments, and societies? Online Deliberation: Design, Research, and Practice is the first book that attempts to sample the full range of work on online deliberation, forging new connections between academic research, technology designers, and practitioners. Since some of the most exciting innovations have occurred outside of traditional institutions, and those involved have often worked in relative isolation from each other, work in this growing field has often failed to reflect the full (...)
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  49. Civic Education: Political or Comprehensive?Elizabeth Edenberg - 2016 - In Johannes Drerup, Gunter Graf, Christoph Schickhardt & Gottfried Schweiger (eds.), Justice, Education, and the Politics of Childhood: Challenges and Perspectives. pp. 187-206.
    In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a wide (...)
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  50. Introduction to Ethics: An Open Educational Resource, Collected and Edited by Noah Levin.Noah Levin, Nathan Nobis, David Svolba, Brandon Wooldridge, Kristina Grob, Eduardo Salazar, Benjamin Davies, Jonathan Spelman, Elizabeth Cady Stanton, Kristin Seemuth Whaley, Jan F. Jacko & Prabhpal Singh (eds.) - 2019 - Huntington Beach, California: N.G.E Far Press.
    Collected and edited by Noah Levin -/- Table of Contents: -/- UNIT ONE: INTRODUCTION TO CONTEMPORARY ETHICS: TECHNOLOGY, AFFIRMATIVE ACTION, AND IMMIGRATION 1 The “Trolley Problem” and Self-Driving Cars: Your Car’s Moral Settings (Noah Levin) 2 What is Ethics and What Makes Something a Problem for Morality? (David Svolba) 3 Letter from the Birmingham City Jail (Martin Luther King, Jr) 4 A Defense of Affirmative Action (Noah Levin) 5 The Moral Issues of Immigration (B.M. Wooldridge) 6 The Ethics of our (...)
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