Results for 'Kath Peters'

955 found
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  1.  26
    Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance.Debra Jackson, Marie Hutchinson, Bronwyn Everett, Judy Mannix, Kath Peters, Roslyn Weaver & Yenna Salamonson - 2011 - Nursing Inquiry 18 (2):102-110.
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  2. Quantifiers in Language and Logic.Stanley Peters & Dag Westerståhl - 2006 - Oxford, England: Clarendon Press.
    Quantification is a topic which brings together linguistics, logic, and philosophy. Quantifiers are the essential tools with which, in language or logic, we refer to quantity of things or amount of stuff. In English they include such expressions as no, some, all, both, many. Peters and Westerstahl present the definitive interdisciplinary exploration of how they work - their syntax, semantics, and inferential role.
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  3.  56
    Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project.Tina Besley, Liz Jackson, Michael A. Peters, Nesta Devine, Cris Mayo, Georgina Tuari Stewart, E. Jayne White, Barbara Stengel, Gina A. Opiniano, Sean Sturm, Catherine Legg, Marek Tesar & Sonja Arndt - 2023 - Educational Philosophy and Theory 55 (3):272-284.
  4.  46
    Speaking Into the Air: A History of the Idea of Communication.John Durham Peters - 1999 - University of Chicago Press.
    Communication plays a vital and unique role in society-often blamed for problems when it breaks down and at the same time heralded as a panacea for human relations. A sweeping history of communication, _Speaking Into the Air_ illuminates our expectations of communication as both historically specific and a fundamental knot in Western thought. "This is a most interesting and thought-provoking book.... Peters maintains that communication is ultimately unthinkable apart from the task of establishing a kingdom in which people can (...)
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  5.  27
    Playing God?: Genetic Determinism and Human Freedom.Ted Peters - 1997 - Psychology Press.
    In this book, Ted Peters explores the fallacies of the "gene myth" and presents a resounding array of arguments against this kind of all-encompassing genetic determinism. On the scientific side, he correctly points out that genetic influences on behavior are in most instances relatively modest. Does anyone deny that identical twins are still able to practice individual free will? After dispatching some of the sweepingly deterministic conclusions of the "science" of evolutionary psychology with a particularly effective set of rebuttals, (...)
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  6.  54
    (1 other version)Emotions and the category of passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62:117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  7. (1 other version)The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  8. The philosophy of education.Richard Stanley Peters - 1973 - [London]: Oxford University Press.
    These twelve articles consider central issues in the philosophy of education, particularly the concept of education, the content of education, teaching and learning, and justification of education. Contributors include John Woods, W.H. Dray, I. Scheffler, P.H. Hirst, P. Herbst, Mary Warnock, R. Pring, D.W. Hamlyn, and Mrs. P.A. White.
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  9. Peer-review practices of psychological journals: The fate of published articles, submitted again.Douglas P. Peters & Stephen J. Ceci - 1982 - Behavioral and Brain Sciences 5 (2):187-255.
    A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables.The present investigation was an attempt to study the peer-review process directly, in the natural setting of actual journal referee evaluations of submitted manuscripts. As test materials we selected 12 already published (...)
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  10. Halbig, Christoph (2013). The Benefit of Virtue. In: Peters, Julia. Aristotelian ethics in contemporary perspective. New York: Routledge, 37-51.Christoph Halbig & Julia Peters (eds.) - 2013
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  11. Unjustified Sample Sizes and Generalizations in Explainable AI Research: Principles for More Inclusive User Studies.Uwe Peters & Mary Carman - forthcoming - IEEE Intelligent Systems.
    Many ethical frameworks require artificial intelligence (AI) systems to be explainable. Explainable AI (XAI) models are frequently tested for their adequacy in user studies. Since different people may have different explanatory needs, it is important that participant samples in user studies are large enough to represent the target population to enable generalizations. However, it is unclear to what extent XAI researchers reflect on and justify their sample sizes or avoid broad generalizations across people. We analyzed XAI user studies (N = (...)
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  12. What Elements of Successful Scientific Theories Are the Correct Targets for “Selective” Scientific Realism?Dean Peters - 2014 - Philosophy of Science 81 (3):377-397.
    Selective scientific realists disagree on which theoretical posits should be regarded as essential to the empirical success of a scientific theory. A satisfactory account of essentialness will show that the (approximate) truth of the selected posits adequately explains the success of the theory. Therefore, (a) the essential elements must be discernible prospectively; (b) there cannot be a priori criteria regarding which type of posit is essential; and (c) the overall success of a theory, or ‘cluster’ of propositions, not only individual (...)
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  13.  46
    The false fame illusion in people with memories about a previous life.Maarten J. V. Peters, Robert Horselenberg, Marko Jelicic & Harald Merckelbach - 2007 - Consciousness and Cognition 16 (1):162-169.
    The present study examined whether individuals with full-blown memories of highly implausible events are prone to commit source monitoring errors. Participants reporting previous-life memories and those without such memories completed a false fame task. This task provides an index of source monitoring errors . Participants with previous-life memories had a greater tendency to judge the names of previously presented non-famous people as famous than control participants. The two groups did not differ in terms of correct recognition of new non-famous names (...)
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  14.  13
    Wittgenstein: philosophy, postmodernism, pedagogy.Michael Peters - 1999 - Westport, Conn.: Bergin & Garvey. Edited by James Marshall.
    This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics.
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  15.  11
    Marie-Claire Hoock-Demarle, Bertha von Suttner 1843-1914. Amazone de la paix, avant-propos de Stéphane Hessel.Anne-Laure Briatte-Peters - 2014 - Clio 40:310-310.
    Le centième anniversaire de la disparition de Bertha von Suttner, première femme décorée du Prix Nobel de la Paix, a donné lieu cette année à maintes manifestations culturelles et scientifiques, qui toutes soulignent la clairvoyance et la surprenante modernité de l’analyse suttnerienne du discours sur le caractère prétendument inexorable de la guerre. Il a également suscité plusieurs publications, dont la réédition de l’ouvrage qui l’a rendue mondialement célèbre, Die Waffen nieder! (Bas les...
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  16. Education and the postmodern condition: Revisiting Jean-françois Lyotard.Michael Peters - 1995 - Journal of Philosophy of Education 29 (3):387–400.
    This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappraisal of his own work.
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  17.  16
    Hegel on Beauty.Julia Peters - 2014 - New York: Routledge.
    While the current philosophical debate surrounding Hegel’s aesthetics focuses heavily on the philosopher’s controversial ‘end of art’ thesis, its participants rarely give attention to Hegel’s ideas on the nature of beauty and its relation to art. This study seeks to remedy this oversight by placing Hegel’s views on beauty front and center. Peters asks us to rethink the common assumption that Hegelian beauty is exclusive to art and argues that for Hegel beauty, like art, is subject to historical development. (...)
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  18. Education and the Educated Man.R. S. Peters - 1970 - Journal of Philosophy of Education 4 (1):5-20.
    R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.
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  19.  64
    Imagination and the Symbolic:Castoriadis and Lacan.Peters Dews - 2002 - Constellations 9 (4):516-521.
  20.  17
    Authority, responsibility and education.Richard Stanley Peters - 1963 - New York,: Eriksson.
  21.  34
    The Concept of Education.A. J. D. Porteous & R. S. Peters - 1967 - British Journal of Educational Studies 15 (3):323.
  22. Towards a philosophy of academic publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  23.  94
    A truth-conditional formulation of Karttunen's account of presupposition.Stanley Peters - 1979 - Synthese 40 (2):301-316.
    Karttunen's seminal 1973 article Presuppositions of compound sentences, lays the groundwork for the elegant and fruitful theory of this subject which he subsequently presented in (1974). In (1973, pp. 185–8), however, he fallaciously argued that the regularities he discovered concerning the behavior of and, or, and if ... then in English cannot be embodied in any three-valued logic giving a truth-functional interpretation to these connectives. The present paper refutes Karttunen's argument by exhibiting an interpretation with the desired properties, and shows (...)
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  24.  38
    Greek philosophical terms.F. E. Peters - 1967 - New York,: New York University Press.
  25. Aims of education: A conceptual inquiry.Richard S. Peters, John Woods & William H. Dray - forthcoming - The Philosophy of Education.
     
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  26. Consciousness as Recursive, Spatiotemporal Self Location.Frederic Peters - 2010 - Psychological Research.
    At the phenomenal level, consciousness can be described as a singular, unified field of recursive self-awareness, consistently coherent in a particualr way; that of a subject located both spatially and temporally in an egocentrically-extended domain, such that conscious self-awareness is explicitly characterized by I-ness, now-ness and here-ness. The psychological mechanism underwriting this spatiotemporal self-locatedness and its recursive processing style involves an evolutionary elaboration of the basic orientative reference frame which consistently structures ongoing spatiotemporal self-location computations as i-here-now. Cognition computes action-output (...)
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  27.  55
    Heidegger’s embodied others: on critiques of the body and ‘intersubjectivity’ in Being and Time.Meindert E. Peters - 2019 - Phenomenology and the Cognitive Sciences 18 (2):441-458.
    In this article, I respond to important questions raised by Gallagher and Jacobson in the field of cognitive science about face-to-face interactions in Heidegger’s account of ‘intersubjectivity’ in Being and Time. They have criticized his account for a lack of attention to primary intersubjectivity, or immediate, face-to-face interactions; he favours, they argue, embodied interactions via objects. I argue that the same assumption underlies their argument as did earlier critiques of a lack of an account of the body in Heidegger ; (...)
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  28.  67
    Beyond the philosophy of the subject: Liberalism, education and the critique of individualism.Michael Peters & James Marshall - 1993 - Educational Philosophy and Theory 25 (1):19–39.
  29.  44
    Living with the wicked problem of climate change.Karl E. Peters - 2018 - Zygon 53 (2):427-442.
    Outlining the characteristics of “wicked” and “super‐wicked” problems, climate change is considered as a global super‐wicked problem that is primarily about the future. Being global‐ and future‐oriented makes climate change something we have to learn to live with but cannot expect to solve. Because the Institute on Religion in an Age of Science (IRAS) is a multidisciplinary society that yokes the natural and social sciences with values, it is in a position to explore strategies for living with climate change—exemplified by (...)
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  30.  83
    Why is My Curriculum White?Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (7):641-646.
    You have to be careful, very careful, introducing the truth to the Black man who has never previously heard the truth about himself, his own kind, and the white man … The Black brother is so brainw...
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  31. On reconstructive legal and political theory.Bernhard Peters - 1994 - Philosophy and Social Criticism 20 (4):101-134.
  32.  80
    Objectless activity: Marx's 'theses on Feuerbach'.A. Giles-Peters - 1985 - Inquiry: An Interdisciplinary Journal of Philosophy 28 (1-4):75 – 86.
    According to Friedrich Engels (Ludwig Feuerbach and the end of classical German philosophy) the so?called ?Thesen über Feuerbach? are ?the brilliant germ of the new world conception?. For Karl Korsch ('Review of Vernon Venable?, Journal of Philosophy 42 [1945], no. 26) there are ?magnificently summed up? in them the ?texts of Marx and Engels's first (Hegelian and post?Hegelian) period?. Even given the important distinction between the ?young? and the ?mature? Marx these two opinions are not incompatible. The present paper's concern, (...)
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  33.  66
    Electoral democracy and structural injustice.Jonathan Masin-Peters - 2021 - Journal of Social Philosophy 54 (1):23-40.
    Journal of Social Philosophy, EarlyView.
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  34. Individualism and Community: Education and Social Policy in the Postmodern Condition.Michael Peters & James Marshall - 1998 - British Journal of Educational Studies 46 (1):112-114.
     
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  35. Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  36. Algorithmic Political Bias Can Reduce Political Polarization.Uwe Peters - 2022 - Philosophy and Technology 35 (3):1-7.
    Does algorithmic political bias contribute to an entrenchment and polarization of political positions? Franke argues that it may do so because the bias involves classifications of people as liberals, conservatives, etc., and individuals often conform to the ways in which they are classified. I provide a novel example of this phenomenon in human–computer interactions and introduce a social psychological mechanism that has been overlooked in this context but should be experimentally explored. Furthermore, while Franke proposes that algorithmic political classifications entrench (...)
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  37.  92
    The philosopher's contribution to educational research.R. S. Peters & J. P. White - 1969 - Educational Philosophy and Theory 1 (2):1–15.
  38.  59
    Cognitive reflection vs. calculation in decision making.Aleksandr Sinayev & Ellen Peters - 2015 - Frontiers in Psychology 6.
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  39. About Kripke's schema and countable subsets.Peters Schuster & Julia Zappe - 2008 - Logique Et Analyse 204:317-329.
  40.  74
    The changing cultural context of the institute on religion in an age of science and zygon.Karl E. Peters - 2014 - Zygon 49 (3):612-628.
    Since Zygon: Journal of Religion and Science was founded 49 years ago and since one of its co-publishers, the Institute on Religion in an Age of Science (IRAS), was founded 60 years ago, there have been significant developments in their various cultural contexts—in science, in religion, in culture, in academia, and in the science and religion dialogue. This article is a personal remembrance and reflection that compares the context of IRAS in 1954 when it was first organized with the context (...)
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  41.  19
    Singularitäten und neue Massen. Die Wiederkehr der Masse in der Affekttheorie und die medialen Bedingungen affektiver Kollektivierungen.Christian Helge Peters - 2020 - Zeitschrift Für Kultur- Und Kollektivwissenschaft 6 (1):177-208.
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  42.  48
    The Desire to Know the Secrets of the World.Edward Peters - 2001 - Journal of the History of Ideas 62 (4):593-610.
    In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 62.4 (2001) 593-610 [Access article in PDF] The Desire to Know the Secrets of the World Edward Peters I. The letter to Ferdinand and Isabella that Christopher Columbus intended to serve as the preface to the Libro de las profecías began with a remarkable observation about his own career and the particular temperament it had shaped in him: From a very young (...)
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  43.  61
    Philosophy of education in a new key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm Reviewer), Peter Roberts Reviewer) & Andrew Gibbons Reviewer) - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  44.  44
    How Safe is Safe Enough?: Obligations to the Children of Reproductive Technology.Philip G. Peters - 2004 - Oxford University Press.
    This book offers a roadmap for determining when and how to regulate risky reproductive technologies on behalf of future children. It starts by explaining our intuitive, but paradoxical, belief that reproductive choices can be both life-giving and harmful. Next, it recommends a case-by-case method for reconciling the interests of future children with the reproductive liberty of prospective parents. Finally, it applies this framework to four past and future medical interventions, including cloning and genetic engineering. Drawing lessons from these case studies, (...)
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  45. Philosophy of education in a new key: Future of philosophy of education.Liz Jackson, MichaelA Peters, Lei Chen, Zhongjing Huang, Wang Chengbing, Ezekiel Dixon-Román, Aislinn O'Donnell, Yasushi Maruyama, Lisa A. Mazzei, Alison Jones, Candace R. Kuby, Rowena Azada-Palacios, Elizabeth Adams St Pierre, Jacoba Matapo, Gina A. Opiniano, Peter Roberts, Michael Hand, Alecia Y. Jackson, Jerry Rosiek, Te Kawehau Hoskins, Kathy Hytten & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1234-1255.
    What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...)
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  46.  31
    (1 other version)Hobbes.Richard Stanley Peters - 1956 - Westport, Conn.: Greenwood Press.
    Leven en werk van Engelse wijsgeer Thomas Hobbes.
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  47.  41
    Science, theology, and ethics.Ted Peters - 2003 - Burlington, VT: Ashgate.
    Introduction It is exciting to live in revolutionary times. I had the privilege of rinding myself on the firing line of one revolution, the dramatic renewal ...
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  48.  64
    Aristotelian Ethics in Contemporary Perspective.Julia Peters (ed.) - 2012 - New York: Routledge.
    By bringing together influential critics of neo-Aristotelian virtue ethics and some of the strongest defenders of an Aristotelian approach, this collection provides a fresh assessment of the strengths and weaknesses of Aristotelian virtue ethics and its contemporary interpretations. Contributors critically discuss and re-assess the neo-Aristotelian paradigm which has been predominant in the philosophical discourse on virtue for the past 30 years.
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  49. Teleosemantics, Swampman, and Strong Representationalism.Uwe Peters - 2014 - Grazer Philosophische Studien 90 (1):273–288.
    Teleosemantics explains mental representation in terms of biological function and selection history. One of the main objections to the account is the so-called ‘Swampman argument’ (Davidson 1987), which holds that there could be a creature with mental representation even though it lacks a selection history. A number of teleosemanticists reject the argument by emphasising that it depends on assuming a creature that is fi ctitious and hence irrelevant for teleosemantics because the theory is only concerned with representations in real-world organisms (...)
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  50.  80
    The Social as Heaven and Hell: Pierre Bourdieu's Philosophical Anthropology.Gabriel Peters - 2012 - Journal for the Theory of Social Behaviour 42 (1):63-86.
    Many authors have argued that all studies of socially specific modalities of human action and experience depend on some form of “philosophical anthropology”, i.e. on a set of general assumptions about what human beings are like, assumptions without which the very diagnoses of the cultural and historical variability of concrete agents' practices would become impossible. Bourdieu was sensitive to that argument and, especially in the later phase of his career, attempted to make explicit how his historical-sociological investigations presupposed and, at (...)
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