Results for 'Cash Kelly'

963 found
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  1.  30
    Ill Will: Or, Mental Illness and Resistant Subjectivity in Ahmed and Lugones.Katie Howard & Cash Kelly - 2022 - Journal of World Philosophies 7 (1):13-28.
    pSara Ahmed’s emWillful Subjects/em develops an account of willfulness as a site of simultaneous oppression and resistance: a diagnosis attributed to particular (not-quite-)subjects and to modes of behavior that are thereby diminished, pathologized, and controlled, and a “diagnosis” that may be positively affirmed as a way of living and doing otherwise. This essay puts Ahmed’s work on willfulness in conversation with María Lugones’ decolonial feminism, particularly her theory of active subjectivity. With Lugones, we offer, one can better understand the resistant (...)
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  2.  41
    Content and Consciousness (2nd edition). [REVIEW]James S. Kelly - 1990 - Idealistic Studies 20 (1):83-84.
    Reflecting on the distinction between thinking about a non-occurrent pain and feeling a current pain takes us into the domain of contemporary philosophy of mind. In the former case we talk of the mental state’s intentional properties, in the latter of phenomenal properties. Daniel Dennett’s contributions to this discussion are clearly limned in his Content and Consciousness and it is no accident that its reappearance as a paperback is so quickly followed by his new collection, The Intentional Stance. The latter (...)
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  3. The rationality of belief and other propositional attitudes.Thomas Kelly - 2002 - Philosophical Studies 110 (2):163-96.
    In this paper, I explore the question of whether the expected consequences of holding a belief can affect the rationality of doing so. Special attention is given to various ways in which one might attempt to exert some measure of control over what one believes and the normative status of the beliefs that result from the successful execution of such projects. I argue that the lessons which emerge from thinking about the case ofbelief have important implications for the way we (...)
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  4. (1 other version)Seeing things in Merleau-ponty.Sean Dorrance Kelly - 2004 - In Taylor Carman & Mark B. N. Hansen, The Cambridge Companion to Merleau-Ponty. New York: Cambridge University Press. pp. 74-110.
    The passage above comes from the opening pages of Merleau-Ponty’s essay on Edmund Husserl. It proposes a risky interpretive principle. The main feature of this principle is that the seminal aspects of a thinker’s work are so close to him that he is incapable of articulating them himself. Nevertheless, these aspects pervade the work, give it its style, its sense and its direction, and therefore belong to it essentially. As Martin Heidegger writes, in a passage quoted by Merleau-Ponty: " The (...)
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  5. The non-conceptual content of perceptual experience: Situation dependence and fineness of grain.Sean D. Kelly - 2001 - Philosophy and Phenomenological Research 62 (3):601-608.
    I begin by examining a recent debate between John McDowell and Christopher Peacocke over whether the content of perceptual experience is non-conceptual. Although I am sympathetic to Peacocke’s claim that perceptual content is non-conceptual, I suggest a number of ways in which his arguments fail to make that case. This failure stems from an over-emphasis on the "fine-grainedness" of perceptual content - a feature that is relatively unimportant to its non-conceptual structure. I go on to describe two other features of (...)
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  6. Demonstrative concepts and experience.Sean Dorrance Kelly - 2001 - Philosophical Review 110 (3):397-420.
    A number of authors have argued recently that the content of perceptual experience can, and even must, be characterized in conceptual terms. Their claim, more precisely, is that every perceptual experience is such that, of necessity, its content is constituted entirely by concepts possessed by the subject having the experience. This is a surprising result. For it seems reasonable to think that a subject’s experiences could be richer and more fine-grained than his conceptual repertoire; that a subject might be able, (...)
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  7. The puzzle of temporal experience.Sean D. Kelly - 2005 - In Andrew Brook & Kathleen Akins, Cognition and the Brain: The Philosophy and Neuroscience Movement. New York: Cambridge University Press. pp. 208--238.
    There you are at the opera house. The soprano has just hit her high note – a glassshattering high C that fills the hall – and she holds it. She holds it. She holds it. She holds it. She holds it. She holds the note for such a long time that after a while a funny thing happens: you no longer seem only to hear it, the note as it is currently sounding, that glass-shattering high C that is loud and (...)
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  8. Epistemic luck and the generality problem.Kelly Becker - 2008 - Philosophical Studies 139 (3):353 - 366.
    Epistemic luck has been the focus of much discussion recently. Perhaps the most general knowledge-precluding type is veritic luck, where a belief is true but might easily have been false. Veritic luck has two sources, and so eliminating it requires two distinct conditions for a theory of knowledge. I argue that, when one sets out those conditions properly, a solution to the generality problem for reliabilism emerges.
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  9.  93
    Argument Schemes in Computer System Safety Engineering.Tangming Yuan & Tim Kelly - 2011 - Informal Logic 31 (2):89-109.
    Safe Safety arguments are key components in a safety case. Too often, safety arguments are constructed without proper reasoning. To address this, we argue that informal logic argument schemes have important roles to play in safety argument construction and reviewing process. Ten commonly used reasoning schemes in computer system safety domain are proposed. The role of informal logic dialogue games in computer system safety arguments reviewing is also discussed and the intended work in this area is proposed. It is anticipated (...)
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  10. On tolerating the unreasonable.Erin Kelly & Lionel McPherson - 2001 - Journal of Political Philosophy 9 (1):38–55.
  11. Should the empiricist be a constructive empiricist?Marc Alspector-Kelly - 2001 - Philosophy of Science 68 (4):413-431.
    Van Fraassen does not argue that everyone should be a constructive empiricist. He claims only that constructive empiricism (CE) is a coherent post-positivist alternative to realism, notwithstanding the realist's charge that CE is arbitrary and irrational. He does argue, however, that the empiricist is obliged to limit belief as CE prescribes. Criticism of CE has been largely directed at van Fraassen's claim that CE is a coherent option. Far less attention has been directed at his claim that empiricists should be (...)
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  12. Grasping at straws: Motor intentionality and the cognitive science of skillful action.Sean D. Kelly - 2000 - In Essays in Honor of Hubert Dreyfus, Vol. II. MIT Press.
     
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  13.  10
    The Concept 'Horse' Paradox and Wittgensteinian Conceptual Investigations: A Prolegomenon to Philosophical Investigations.Kelly Jolley & Kelly Dean Jolley - 2007 - London, UK: Routledge.
    In The Foundations of Arithmetic, Gottlob Frege contended that the difference between concepts and objects was absolute. He meant that no object could be a concept and no concept an object. Benno Kerry disagreed; he contended that a concept could be an object, and that therefore the difference between concepts and objects was only relative. In this book, Jolley aims to understand the debate between Frege and Kerry. But Jolley's purpose is not so much to champion either side; rather, it (...)
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  14.  78
    An integrative descriptive model of ethical decision making.Kelly C. Strong & G. Dale Meyer - 1992 - Journal of Business Ethics 11 (2):89 - 94.
    This paper presents an integrative, descriptive model of ethical decision making, with special attention given to issues of measurement. After building the model, hypotheses are developed from a portion of it. These hypotheses are tested in an exploratory analysis to determine if further research and testing of this model and the measurement instruments it employs are warranted.
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  15. Learning theory and the philosophy of science.Kevin T. Kelly, Oliver Schulte & Cory Juhl - 1997 - Philosophy of Science 64 (2):245-267.
    This paper places formal learning theory in a broader philosophical context and provides a glimpse of what the philosophy of induction looks like from a learning-theoretic point of view. Formal learning theory is compared with other standard approaches to the philosophy of induction. Thereafter, we present some results and examples indicating its unique character and philosophical interest, with special attention to its unified perspective on inductive uncertainty and uncomputability.
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  16. Justification as truth-finding efficiency: How ockham's razor works.Kevin T. Kelly - 2004 - Minds and Machines 14 (4):485-505.
    I propose that empirical procedures, like computational procedures, are justified in terms of truth-finding efficiency. I contrast the idea with more standard philosophies of science and illustrate it by deriving Ockham's razor from the aim of minimizing dramatic changes of opinion en route to the truth.
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  17.  19
    Luce Irigaray: lips, kissing and the politics of sexual difference.Kelly Ives - 2008 - Maidstone, England: Crescent Moon.
    In this monograph on Luce Irigay, Kelly Ives explores the French thinker's ideas on the politics of sexual difference.
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  18. Convergence to the truth and nothing but the truth.Kevin T. Kelly & Clark Glymour - 1989 - Philosophy of Science 56 (2):185-220.
    One construal of convergent realism is that for each clear question, scientific inquiry eventually answers it. In this paper we adapt the techniques of formal learning theory to determine in a precise manner the circumstances under which this ideal is achievable. In particular, we define two criteria of convergence to the truth on the basis of evidence. The first, which we call EA convergence, demands that the theorist converge to the complete truth "all at once". The second, which we call (...)
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  19.  45
    Once Moore Unto the Breach! Frege and the Concept ‘Horse’ Paradox.Kelly Dean Jolley - 2015 - Philosophical Topics 43 (1-2):113-124.
    In this essay, I respond to A. W. Moore’s instructive chapter on Frege. I respond by asking various questions, and I question particularly Moore’s claim that Frege, in reacting to Benno Kerry, falls into Hegelian excess. I toy with responding to my question by regarding Frege as anticipating a Wittgensteinian-Heideggerian exaction. It remains unclear whether this constitutes (much) progress.
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  20. Temporal awareness.Sean Dorrance Kelly - 2005 - In David Woodruff Smith & Amie Lynn Thomasson, Phenomenology and Philosophy of Mind. Oxford, GB: Oxford: Clarendon Press.
  21.  33
    Turning to Poetry for Help—Some Desultory Remarks.Kelly Dean Jolley - 2019 - Journal of Aesthetic Education 53 (3):26-33.
    What follows is talky—I skitter across a number of difficult topics much too quickly and with little attempt to defend what I say. I may be able to add some defense later in discussion, but I don't promise anything much and certainly nothing fancy. I am still very much in the process of thinking about these topics, and I aim to do no more than to perhaps nudge you to think about them too.By "poetry" in what follows, I typically mean (...)
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  22. Ockham's razor, truth, and information.Kevin Kelly - manuscript
    in Handbook of the Philosophy of Information, J. van Behthem and P. Adriaans, eds., to appear.
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  23.  18
    Understanding the Better Than Average Effect on Altruism.Yunyu Xiao, Kelly Wong, Qijin Cheng & Paul S. F. Yip - 2021 - Frontiers in Psychology 11.
    Prior research suggests that most people perceive themselves to be more altruistic than the average population, an observation known as the better-than-average (BTA) effect. Understanding the BTA effect carries significant public health implications, as self-perceived altruism is closely related to altruistic behaviors, which plays a significant role in individual and societal well-being. However, little is known about whether subpopulations with specific sociodemographic profiles are more likely to hold BTA altruistic self-perceptions, making it difficult to design targeted programs based on multiple (...)
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  24.  64
    The Employee Ownership 100.Jacquelyn Yates & Marjorie Kelly - 2000 - Business Ethics: The Magazine of Corporate Responsibility 14 (5):10-15.
  25. What is it like to be a phenomenologist?Kelly D. Jolley & Michael Watkins - 1998 - Philosophical Quarterly 48 (191):204-9.
  26.  41
    Three Ventures in Adult Education in Lancashire in the Reign of George III.A. C. F. Beales, Thomas Kelly, W. M. Spencer & Frederic Crooks - 1960 - British Journal of Educational Studies 8 (2):190.
  27. Morality and happiness.Kelly James & Andrew Samuel - 2011 - In Raymond VanArragon & Kelly James Clark, Evidence and Religious Belief. Oxford, US: Oxford University Press.
     
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  28.  47
    A Philosophical Education and Philosophical Investigations.Kelly Dean Jolley - 1999 - Modern Schoolman 76 (4):293-301.
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  29.  10
    Response to Wilhoit’s Review of Kapic’s You’re Only Human.Kelly M. Kapic - 2022 - Journal of Spiritual Formation and Soul Care 15 (2):289-291.
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  30.  42
    Book Review: Living Together and Christian Ethics. [REVIEW]Kevin T. Kelly - 2003 - Studies in Christian Ethics 16 (2):119-123.
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  31.  28
    George Woodcock and the Doukhobors: peasant radicalism, anarchism, and the Canadian state.Matthew S. Adams & Luke Kelly - 2018 - Intellectual History Review 28 (3):399-423.
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  32.  17
    A Formação Do Cientista Normal Como Uma Iniciação Dogmática a Uma Tradição Paradigmática Segundo Kuhn.Gleyce Kelly da Luz Albuquerque - 2021 - REVISTA APOENA - Periódico dos Discentes de Filosofia da UFPA 1 (1):72.
    Neste artigo, meu objetivo é analisar de que maneira o cientista, no âmbito das Ciências Naturais, é educado para assimilar, aplicar e articular um determinado paradigma na solução dos problemas de ciência normal, sem colocá-lo (o paradigma) criticamente em questão, assim qualquer erro que venha a ocorrer na pesquisa é atribuído ao cientista e não ao paradigma. Pretendo também, mostrar que o caráter dogmático do paradigma não permite que o cientista desenvolva pesquisas visando novas descobertas que não se enquadrem nos (...)
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  33. Ethical disagreement in theory and practice.Erin I. Kelly - 2005 - Journal of Social Philosophy 36 (3):382–387.
  34.  43
    Problematizing problems.Mark G. E. Kelly & Sean Bowden - 2018 - Angelaki 23 (2):2-7.
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  35.  15
    In Situ Ethics Education Within Research Laboratories: Insights into the Ethical Issues Important to Research Groups and Educational Approaches.Kelly Laas, Christine Z. Miller, Eric M. Brey & Elisabeth Hildt - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey, Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 219-243.
    This chapter describes the development of a workshop series focused on helping students develop research lab ethics guidelines. The workshop was developed through a National Science Foundation-funded project that situates ethics education within the research environment. Students in four departments at a private research university were recruited to join a Student Ethics Committee that collaboratively developed context-specific codes-of-ethics-based guidelines for their departments. These bottom-up developed guidelines were revised in an iterative process, including feedback from faculty, other graduate students, and the (...)
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  36.  11
    Student interactions with ethical issues in the lab: results from a qualitative study.Kelly Laas, Christine Z. Miller, Eric M. Brey & Elisabeth Hildt - 2025 - Research Ethics 21 (1):127-160.
    Student researchers encounter ethical issues daily, but little is known about their unique perspectives. This article presents the results of 30 qualitative semi-structured interviews exploring students’ views and experiences around ethical issues in research groups. During the interviews, students were asked to describe challenges and successes they have encountered in their lab, their conception of what counts as an “ethical issue in research,” and how they handle these issues when they arise. Against this background, the article discusses students’ conceptions of (...)
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  37. Teacher identity and agency : learning and becoming through place-conscious pedagogy.Sharon Pelech & Darron Kelly - 2020 - In Ellyn Lyle, Identity landscapes: contemplating place and the construction of self. Boston: Brill | Sense.
     
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  38.  67
    Interview: Tyco’s Ethical Makeover.Eric Pillmore & Marjorie Kelly - 2005 - Business Ethics: The Magazine of Corporate Responsibility 19 (1):14-19.
  39. The categorical structure of Popper's metaphysics.Derek A. Kelly - 1977 - Philosophy and Phenomenological Research 38 (1):82-99.
  40. Time and experience.Sean D. Kelly - 2005 - In Andrew Brook & Kathleen Akins, Cognition and the Brain: The Philosophy and Neuroscience Movement. New York: Cambridge University Press.
  41. Josiah Royce on "the spirit of the community" and the nature of philosophy: An interpretive reconstruction.Kelly A. Parker - 2000 - Journal of Speculative Philosophy 14 (3):179-191.
  42. Circularity and amphiboly in some Anselmian ontological proofs: A syllogistic inquiry.Charles J. Kelly - 1994 - Noûs 28 (4):482-504.
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  43.  30
    The "Problem" of Brandon Teena.George S. Larke-Walsh & Jana Kelly - 2010 - Journal of Information Ethics 19 (2):33-51.
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  44.  62
    French Feminism.Mary Beth Mader & Kelly Oliver - 2003 - In Robert Solomon & David Sherman, The Blackwell Guide to Continental Philosophy. Malden, MA: Wiley-Blackwell. pp. 309–337.
    This chapter contains sections titled: Simone de Beauvoir Luce Irigaray Colette Guillaumin Hélène Cixous Julia Kristeva Monique Wittig Sarah Kofman Michèle Le Doeuff Christine Delphy Conclusion.
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  45.  17
    Visual cortical γ−aminobutyric acid and perceptual suppression in amblyopia.Arjun Mukerji, Kelly N. Byrne, Eunice Yang, Dennis M. Levi & Michael A. Silver - 2022 - Frontiers in Human Neuroscience 16:949395.
    In amblyopia, abnormal visual experience during development leads to an enduring loss of visual acuity in adulthood. Physiological studies in animal models suggest that intracortical GABAergic inhibition may mediate visual deficits in amblyopia. To better understand the relationship between visual cortical γ-aminobutyric acid (GABA) and perceptual suppression in persons with amblyopia (PWA), we employed magnetic resonance spectroscopy (MRS) to quantify GABA levels in both PWA and normally-sighted persons (NSP). In the same individuals, we obtained psychophysical measures of perceptual suppression for (...)
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  46.  55
    (1 other version)Hegel's America.G. A. Kelly - 1972 - Philosophy and Public Affairs 2 (1):3-36.
  47.  56
    (1 other version)Hegel and "the present standpoint".George Armstrong Kelly - 1976 - Political Theory 4 (1):45-63.
  48. On time and truth.Sean D. Kelly - forthcoming - In Kurt J. Pritzl, Studies in Philosophy and the History of Philosophy. Catholic University of America Press.
     
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  49. Carl Schmitt on the theory and practice of occupation and dictatorship.Joshua Smeltzer & Duncan Kelly - 2021 - In Annabel S. Brett, Megan Donaldson & Martti Koskenniemi, History, politics, law: thinking internationally. New York, NY: Cambridge University Press.
     
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  50.  20
    Conflict in ancient Greece and Rome: the definitive political, social, and military encyclopedia.I. G. Spence, Douglas Henry Kelly, Peter Londey & Sara Elise Phang (eds.) - 2016 - Santa Barbara, California: ABC-CLIO, an imprint of of ABC-CLIO, LLC.
    Intended for high school and college students studying ancient Greece and Rome as part of a larger world history curriculum, this book's coverage of key wars and battles; important leaders, armies, organizations, and weapons; and other aspects of conflict will enable readers to better understand the complex role warfare played in ancient Western civilization.
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