Results for 'Liz Fricker'

902 found
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  1.  46
    Using auditory streaming to reduce disruption to serial memory by extraneous auditory warnings.Simon Banbury, Liz Fricker, Sébastien Tremblay & Lucy Emery - 2003 - Journal of Experimental Psychology: Applied 9 (1):12.
  2. Epistemic injustice: power and the ethics of knowing.Miranda Fricker - 2007 - New York: Oxford University Press.
  3. I—Miranda Fricker: The Relativism of Blame and Williams's Relativism of Distance.Miranda Fricker - 2010 - Aristotelian Society Supplementary Volume 84 (1):151-177.
    Bernard Williams is a sceptic about the objectivity of moral value, embracing instead a qualified moral relativism—the ‘relativism of distance’. His attitude to blame too is in part sceptical. I will argue that the relativism of distance is unconvincing, even incoherent; but also that it is detachable from the rest of Williams's moral philosophy. I will then go on to propose an entirely localized thesis I call the relativism of blame, which says that when an agent's moral shortcomings by our (...)
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  4. I—Elizabeth Fricker: Stating and Insinuating.Elizabeth Fricker - 2012 - Aristotelian Society Supplementary Volume 86 (1):61-94.
    An utterer may convey a message to her intended audience by means of an explicit statement; or by a non‐conventionally mediated one‐off signal from which the audience is able to work out the intended message; or by conversational implicature. I investigate whether the last two are equivalent to explicit testifying, as communicative act and epistemic source. I find that there are important differences between explicit statement and insinuation; only with the first does the utterer assume full responsibility for the truth (...)
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  5. Against Gullibility.Elizabeth Fricker - 1994 - In A. Chakrabarti & B. K. Matilal, Knowing from Words. Kluwer Academic Publishers.
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  6. What's the Point of Blame? A Paradigm Based Explanation.Miranda Fricker - 2014 - Noûs 50 (1):165-183.
    When we hope to explain and perhaps vindicate a practice that is internally diverse, philosophy faces a methodological challenge. Such subject matters are likely to have explanatorily basic features that are not necessary conditions. This prompts a move away from analysis to some other kind of philosophical explanation. This paper proposes a paradigm based explanation of one such subject matter: blame. First, a paradigm form of blame is identified—‘Communicative Blame’—where this is understood as a candidate for an explanatorily basic form (...)
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  7. Epistemic justice as a condition of political freedom?Miranda Fricker - 2013 - Synthese 190 (7):1317-1332.
    I shall first briefly revisit the broad idea of ‘epistemic injustice’, explaining how it can take either distributive or discriminatory form, in order to put the concepts of ‘testimonial injustice’ and ‘hermeneutical injustice’ in place. In previous work I have explored how the wrong of both kinds of epistemic injustice has both an ethical and an epistemic significance—someone is wronged in their capacity as a knower. But my present aim is to show that this wrong can also have a political (...)
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  8.  77
    Who is authorized to speak? Katherine Mayo and the politics of imperial feminism in british india.Liz Wilson - 1997 - Journal of Indian Philosophy 25 (2):139-151.
  9. Critical Notice.Elizabeth Fricker - 1995 - Mind 104 (414):393 - 411.
  10. Recent Work on the Concept of Gratitude in Philosophy and Psychology.Liz Gulliford, Blaire Morgan & Kristján Kristjánsson - 2013 - Journal of Value Inquiry 47 (3):285-317.
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  11. Group Testimony? The Making of A Collective Good Informant.Miranda Fricker - 2012 - Philosophy and Phenomenological Research 84 (2):249-276.
    We gain information from collective, often institutional bodies all the time—from the publications of committees, news teams, or research groups, from web sites such as Wikipedia, and so on—but do these bodies ever function as genuine group testifiers as opposed to mere group sources of information? In putting the question this way I invoke a distinction made, if briefly, by Edward Craig, which I believe to be of deep significance in thinking about the distinctiveness of the speech act of testimony. (...)
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  12.  37
    ‘No single way takes us to our different futures’: An interview with Liz Jackson.Amy N. Sojot & Liz Jackson - 2023 - Educational Philosophy and Theory 55 (9):1048-1056.
    Liz Jackson is Professor of Education and Head of Department of International Education at the Education University of Hong Kong. Liz served as the President of the Philosophy of Education Society...
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  13. Epistemic Oppression and Epistemic Privilege.Miranda Fricker - 1999 - Canadian Journal of Philosophy 29 (sup1):191–210.
    [T]he dominated live in a world structured by others for their purposes — purposes that at the very least are not our own and that are in various degrees inimical to our development and even existence.We are perhaps used to the idea that there are various species of oppression: political, economic, or sexual, for instance. But where there is the phenomenon that Nancy Hartsock picks out in saying that the world is “structured” by the powerful to the detriment of the (...)
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  14. Understanding and knowledge of what is said.Elizabeth Fricker - 2003 - In Alex Barber, Epistemology of language. New York: Oxford University Press. pp. 325--66.
  15.  18
    ‘This striking ornament of nature’: The ‘native belle’ in the Australian colonial scene.Liz Conor - 2006 - Feminist Theory 7 (2):197-218.
    Feminine beauty was implicated in colonial ways of seeing Indigenous peoples. The Australian ‘Native Belle’, as the feminine type of the noble savage, caught the European imagination at the time that European women such as Mary Wollstonecraft inaugurated a critique of feminine beauty as enslaving. Representations of the native belle were disseminated through new forms of communication and were implicated in prevailing discourses of Indigenous peoples such as ethnology. The native belle demonstrates a European longing for feminine beauty that was (...)
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  16.  23
    Home Sweet Birthplace.Liz Rantz - 1986 - Hastings Center Report 16 (5):43-44.
  17.  17
    Making the Human Mind.Elizabeth Fricker - 1992 - Philosophical Quarterly 42 (168):388-391.
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  18.  20
    The value of sharing: Branding and behaviour in a life and health insurance company.Liz McFall & Hugo Jeanningros - 2020 - Big Data and Society 7 (2).
    As Big Data, the Internet of Things and insurance collide, so too, do the best and the worst of our futures. Insurance is summoned as an example of the interference in our private lives that is already underway everywhere. In this paper, we pause to reflect on this argument. Can changes in the way insurance measures the value of behaviour really serve as an example of the individual and social harms of datafication? How do we know? Insurance is a mathematical (...)
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  19. Testimony and epistemic autonomy.Elizabeth Fricker - 2006 - In Jennifer Lackey & Ernest Sosa, The epistemology of testimony. New York: Oxford University Press. pp. 225--253.
  20. Replies to Alcoff, Goldberg, and Hookway on Epistemic Injustice.Miranda Fricker - 2010 - Episteme 7 (2):164-178.
    In this paper I respond to three commentaries on Epistemic Injustice: Power and the Ethics of Knowing. In response to Alcoff, I primarily defend my conception of how an individual hearer might develop virtues of epistemic justice. I do this partly by drawing on empirical social psychological evidence supporting the possibility of reflective self-regulation for prejudice in our judgements. I also emphasize the fact that individual virtue is only part of the solution – structural mechanisms also have an essential role (...)
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  21. The Epistemology of Testimony.Elizabeth Fricker & David E. Cooper - 1987 - Aristotelian Society Supplementary Volume 61 (1):57 - 106.
  22.  25
    Hegel, love and forgiveness : positive recognition in German idealism.Liz Disley - 2015 - London, U.K.: Routledge.
    This study offers a new interpretation of Hegelian recognition – a central tenet of German Idealism – focusing on positive ethical behaviours, such as love and forgiveness. Building on the work of Simone de Beauvoir and Jean-Paul Sartre, Disley reassesses Hegel’s approach to the subject/object dialectic and explores the previously neglected theological dimensions of his writings. Her new interpretation offers an innovative reading of Hegel’s stance on the relationship between intersubjectivity, forgiveness and repentance in his social theory.0.
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  23.  23
    Pharmacopoeia – A Collaboration between the Textile Artist Susie Freeman and the General Practitioner Liz Lee.Liz Lee - 2002 - Feminist Review 72 (1):26-39.
    In this article I describe the development of my collaboration with the textile artist Susie Freeman in the production of the visual arts project Pharmacopoeia. Over the last 3 years we have created a body of work that aims to provide information about common medical treatments in a way that engages the public imagination. The work is dominated by the use of active pharmaceuticals, both pills and capsules, which are incorporated into dramatic fabrics by a process known as pocket knitting. (...)
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  24.  58
    (1 other version)The smiling philosopher: Emotional labor, gender, and harassment in conference spaces.Liz Jackson - 2017 - Educational Philosophy and Theory:1-9.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  25. How Is Meaning Grounded in the Organism?Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (2):131-146.
    In this paper we address the interrelated questions of why and how certain features of an organism’s environment become meaningful to it. We make the case that knowing the biology is essential to understanding the foundation of meaning-making in organisms. We employ Miguel Nicolelis et al’s seminal research on the mammalian somatosensory system to enrich our own concept of brain-objects as the neurobiological intermediary between the environment and the consequent organismic behavior. In the final section, we explain how brain-objects advance (...)
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  26.  14
    Women, Political Philosophy and Politics.Liz Sperling - 2001 - Edinburgh University Press.
    This new book explores the interface between political philosophy and politics, looking at the effects of philosophical traditions on the contemporary relationship between women and politics. Analysing key concepts in political philosophy, the author illustrates how common ideas - entrenched in the development of political thought and practice - have become almost intractable 'truths' that continue to differentiate between the sexes in politics. Liz Sperling looks in detail at the works of Plato, Aristotle, Hobbes, Locke, Rousseau, Mill, Marx, Rawls and (...)
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  27. Epistemic injustice and a role for virtue in the politics of knowing.Miranda Fricker - 2003 - Metaphilosophy 34 (1/2):154-173.
    The dual aim of this article is to reveal and explain a certain phenomenon of epistemic injustice as manifested in testimonial practice, and to arrive at a characterisation of the anti–prejudicial intellectual virtue that is such as to counteract it. This sort of injustice occurs when prejudice on the part of the hearer leads to the speaker receiving less credibility than he or she deserves. It is suggested that where this phenomenon is systematic it constitutes an important form of oppression. (...)
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  28.  36
    Patriotism in moral education: Toward a rational approach in China.Liz Jackson & Jason Cong Lin - 2023 - Journal of Moral Education 52 (3):343-361.
    ABSTRACT Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending (...)
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  29.  31
    You are my territory.Liz Orton - 2019 - Philosophy of Photography 10 (1):73-88.
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  30. How to make invidious distinctions amongst reliable testifiers.Elizabeth Fricker - 2015 - Episteme 12 (2):173-202.
  31.  22
    The manliness of artificial intelligence.Liz Jackson - forthcoming - Educational Philosophy and Theory.
  32. The Impact of Idealism, Vol II.Liz Disley & John Walker Nicholas Boyle (eds.) - 2013
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  33. Varieties of Anti-Reductionism About Testimony—A Reply to Goldberg and Henderson.Elizabeth Fricker - 2006 - Philosophy and Phenomenological Research 72 (3):618-628.
    One of the central points of contention in the epistemology of testimony concerns the uniqueness (or not) of the justification of beliefs formed through testimony-whether such justification can be accounted for in terms of, or 'reduced to,' other familiar sort of justification, e.g. without relying on any epistemic principles unique to testimony. One influential argument for the reductionist position, found in the work of Elizabeth Fricker, argues by appeal to the need for the hearer to monitor the testimony for (...)
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  34.  40
    ‘Asian’ Perspectives on Education for Sustainable Development.Liz Jackson - 2017 - Educational Philosophy and Theory 49 (5):473-479.
  35.  64
    Dialogic Pedagogy for Social Justice: A Critical Examination.Liz Jackson - 2008 - Studies in Philosophy and Education 27 (2):137-148.
    A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the (...)
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  36.  60
    Biosymbols: Symbols in Life and Mind.Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (1):17-31.
    The strong continuity thesis postulates that the properties of mind are an enriched version of the properties of life, and thus that life and mind differ in degree and not kind. A philosophical problem for this view is the ostensive discontinuity between humans and other animals in virtue of our use of symbols—particularly the presumption that the symbolic nature of human cognition bears no relation to the basic properties of life. In this paper, we make the case that a genuine (...)
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  37. 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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  38.  20
    British Lesbian Poetics: A Brief Exploration.Liz Yorke - 1999 - Feminist Review 62 (1):78-90.
    In a post-feminist, post-lesbian feminist, postmodern or queer world, should lesbian work remain clearly identifiable, even when it refuses to claim lesbian identity as such? Scanning anthologies from the past three decades of lesbian poetry, and focusing particularly on the work of Maureen Duffy, Marge Yeo, Dorothea Smartt, Gillian Spraggs and Carol Ann Duffy, Liz Yorke addresses issues of lesbian visibility, lesbian identification, lesbian desire, and lesbian performativity. How do we identify what constitutes a lesbian poetic in an era when (...)
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  39.  72
    Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
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  40. Knowledge and Language.Elizabeth Fricker - 1986 - Dissertation, University of Oxford (United Kingdom)
    Available from UMI in association with The British Library. Requires signed TDF. ;This thesis undertakes two interrelated projects. The first is to give an account of the epistemology of testimony. However, as is argued, this cannot be done properly except as an application of a general philosophical account of knowledge. For this reason a partial sketch of such a general account is offered, as a necessary part of the completion of the first project. A complementary second project is also adopted. (...)
     
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  41. Powerlessness and social interpretation.Miranda Fricker - 2006 - Episteme 3 (1-2):96-108.
    Our understanding of social experiences is central to our social understanding more generally. But this sphere of epistemic practice can be structurally prejudiced by unequal relations of power, so that some groups suffer a distinctive kind of epistemic injustice—hermeneutical injustice. I aim to achieve a clear conception of this epistemicethical phenomenon, so that we have a workable definition and a proper understanding of the wrong that it inflicts.
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  42.  29
    Multiutility service companies: A complex systems model of increasing resource efficiency.Liz Varga, Marguerite Robinson & Peter Allen - 2016 - Complexity 21 (S1):23-33.
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  43. Testimony and Epistemic Autonomy.Elizabeth Fricker - 2006 - In Jennifer Lackey & Ernest Sosa, The epistemology of testimony. New York: Oxford University Press. pp. 225.
  44.  9
    The Wrong Debate: Reflections on why Force is not the Key Issue with Respect to Trafficking in Women for Sexual Exploitation.Liz Kelly - 2003 - Feminist Review 73 (1):139-144.
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  45.  31
    Call to action: empowering patients and families to initiate clinical ethics consultations.Liz Blackler, Amy E. Scharf, Konstantina Matsoukas, Michelle Colletti & Louis P. Voigt - 2023 - Journal of Medical Ethics 49 (4):240-243.
    Clinical ethics consultations exist to support patients, families and clinicians who are facing ethical or moral challenges related to patient care. They provide a forum for open communication, where all stakeholders are encouraged to express their concerns and articulate their viewpoints. Ethics consultations can be requested by patients, caregivers or members of a patient’s clinical or supportive team. Althoughpatientsand by extension their families (especially in cases of decisional incapacity) are the common denominators in most ethics consultations, these constituents are theleastlikely (...)
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  46.  42
    Go home, team America: The new paradox of western ‘democracy’ around the world.Liz Jackson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (11):1109-1112.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
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  47.  45
    A Phenomenology of Love and Hate. By Peter Hadreas.Liz Disley - 2010 - Heythrop Journal 51 (3):520-521.
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  48.  23
    Big Ears, Meat and Morals.Liz Mabbott - 1994 - Philosophy Now 10:26-28.
  49.  53
    The Brain and the Meaning of Life.Liz Stillwaggon Swan - 2011 - International Studies in the Philosophy of Science 25 (3):297 - 299.
    International Studies in the Philosophy of Science, Volume 25, Issue 3, Page 297-299, September 2011.
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  50. Memory and processing modes in language learner speech production.Liz Temple - 1997 - Communication and Cognition. Monographies 30 (1-2):75-90.
     
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