Results for 'Samuel D. Cooper'

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  1.  24
    American Journal of Philology: The "Modern" Prometheus in Antiquity: Aristophanes and Lucian.Samuel D. Cooper - 2019 - American Journal of Philology 140 (4):579-611.
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  2. The Poetry of Jeroen Mettes.Samuel Vriezen & Steve Pearce - 2012 - Continent 2 (1):22-28.
    continent. 2.1 (2012): 22–28. Jeroen Mettes burst onto the Dutch poetry scene twice. First, in 2005, when he became a strong presence on the nascent Dutch poetry blogosphere overnight as he embarked on his critical project Dichtersalfabet (Poet’s Alphabet). And again in 2011, when to great critical acclaim (and some bafflement) his complete writings were published – almost five years after his far too early death. 2005 was the year in which Dutch poetry blogging exploded. That year saw the foundation (...)
     
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  3. Rawls, John (1921- ).Christine M. Korsgaard & Samuel Freeman - unknown
    Born and raised in Baltimore, Maryland, John Rawls received his undergraduate and graduate education at Princeton. After earning his Ph.D. in philosophy in 1950, Rawls taught at Princeton, Cornell, the Massachusetts Institute of Technology, and, since 1962, at Harvard, where he is now emeritus. Rawls is best known for A Theory of Justice (1971) and for developments of that theory he has published since. Rawls believes that the utilitarian tradition has dominated modern political philosophy in English-speaking countries because its critics (...)
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  4.  46
    Two kinds of explanatory integration in cognitive science.Samuel D. Taylor - 2019 - Synthese 198 (5):4573-4601.
    Some philosophers argue that we should eschew cross-explanatory integrations of mechanistic, dynamicist, and psychological explanations in cognitive science, because, unlike integrations of mechanistic explanations, they do not deliver genuine, cognitive scientific explanations. Here I challenge this claim by comparing the theoretical virtues of both kinds of explanatory integrations. I first identify two theoretical virtues of integrations of mechanistic explanations—unification and greater qualitative parsimony—and argue that no cross-explanatory integration could have such virtues. However, I go on to argue that this is (...)
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  5. Objects of metaphor.Samuel D. Guttenplan - 2005 - New York: Oxford University Press.
    Objects of Metaphor puts forward a philosophical account of metaphor radically different from those currently on offer. Powerful and flexible enough to cope with the syntactic complexity typical of genuine metaphor, it offers novel conceptions of the relationship between simile and metaphor, the notion of dead metaphor, and the idea of metaphor as a robust theoretic kind. Without denying that metaphor can sometimes be merely ornamental, Guttenplan justifies the view of metaphor as fundamental to language and the study of language. (...)
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  6.  90
    Mind's Landscape: An Introduction to the Philosophy of Mind.Samuel D. Guttenplan - 2000 - Malden, Mass.: Wiley-Blackwell.
    _Mind's Landscape_ is an engaging introduction to the philosophical study of mind and an elegantly persuasive account of how best to understand the nature of mental phenomena. It serves as both a text and as a contribution to the philosophy of mind. Its engaging narrative style will appeal to students, instructors, and general readers alike.
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  7.  41
    (1 other version)Evidence and Cognition.Samuel D. Taylor & Jon Williamson - 2022 - Erkenntnis:1-22.
    Cognitive theorists routinely disagree about the evidence supporting claims in cognitive science. Here, we first argue that some disagreements about evidence in cognitive science are about the evidence available to be drawn upon by cognitive theorists. Then, we show that one’s explanation of why this first kind of disagreement obtains will cohere with one’s theory of evidence. We argue that the best explanation for why cognitive theorists disagree in this way is because their evidence is what they rationally grant. Finally, (...)
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  8.  66
    Cognitive Instrumentalism about Mental Representations.Samuel D. Taylor - 2021 - Pacific Philosophical Quarterly 103 (3):518-550.
    Representationalists and anti-representationalists disagree about whether a naturalisation of mental content is possible and, hence, whether positing mental representations in cognitive science is justified. Here, I develop a novel way to think about mental representations based on a philosophical description of (cognitive) science inspired by cognitive instrumentalism. On this view, our acceptance of theories positing mental representations and our beliefs in (something like) mental representations do not depend on the naturalisation of content. Thus, I conclude that if we endorse cognitive (...)
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  9. A Companion to the Philosophy of Mind.Samuel D. Guttenplan (ed.) - 1994 - Cambridge: Blackwell.
    The philosophy of mind is one of the fastest-growing areas in philosophy, not least because of its connections with related areas of psychology, linguistics and computation. This _Companion_ is an alphabetically arranged reference guide to the subject, firmly rooted in the philosophy of mind, but with a number of entries that survey adjacent fields of interest. The book is introduced by the editor's substantial _Essay on the Philosophy of Mind_ which serves as an overview of the subject, and is closely (...)
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  10.  17
    Peace and Philosophical Disarmament.Samuel D. Rocha - 2023 - Studies in Philosophy and Education 43 (1):121-122.
  11.  44
    Puṣan in the Sāma, Yajur, and Atharva VedasPusan in the Sama, Yajur, and Atharva Vedas.Samuel D. Atkins - 1947 - Journal of the American Oriental Society 67 (4):274.
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  12.  31
    The Meaning of Vedic aktúThe Meaning of Vedic aktu.Samuel D. Atkins - 1950 - Journal of the American Oriental Society 70 (1):24.
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  13.  24
    The RV dyaús-Paradigm and the Sievers-Edgerton LawThe RV dyaus-Paradigm and the Sievers-Edgerton Law.Samuel D. Atkins - 1968 - Journal of the American Oriental Society 88 (4):679.
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  14.  21
    A Criterion of Scale and Quasi-Religion: A Reply to Tillson.Samuel D. Rocha - 2021 - Studies in Philosophy and Education 41 (1):131-133.
  15.  39
    Levinas, meaning, and an ethical science of psychology: Scientific inquiry as rupture.Samuel D. Downs, Edwin E. Gantt & James E. Faulconer - 2012 - Journal of Theoretical and Philosophical Psychology 32 (2):69-85.
    Much of the understanding of the nature of science in contemporary psychology is founded on a positivistic philosophy of science that cannot adequately account for meaning as experienced. The phenomenological tradition provides an alternative approach to science that is attentive to the inherent meaningfulness of human action in the world. Emmanuel Levinas argues, however, that phenomenology, at least as traditionally conceived, does not provide sufficient grounds for meaning. Levinas argues that meaning is grounded in the ethical encounter with the Other (...)
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  16. Mind and language.Samuel D. Guttenplan (ed.) - 1975 - Oxford [Eng.]: Clarendon Press.
  17.  27
    Tasks in cognitive science: mechanistic and nonmechanistic perspectives.Samuel D. Taylor - forthcoming - Phenomenology and the Cognitive Sciences:1-27.
    A tension exists between those who do—e.g. Meyer (The British Journal for the Philosophy of Science 71:959–985, 2020 ) and Chemero ( 2011 )—and those who do not—e.g. Kaplan and Craver (Philosophy of Science 78:601–627, 2011 ) Piccinini and Craver (Synthese 183:283–311, 2011 )—afford nonmechanistic explanations a role in cognitive science. Here, I argue that one’s perspective on this matter will cohere with one’s interpretation of the tasks of cognitive science; that is, of the actions for which cognitive scientists are (...)
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  18.  51
    Concepts and the Appeal to Cognitive Science.Samuel D. Taylor - 2021 - Düsseldorf University Press.
    This book evaluates whether or not we can decide on the best theory of concepts by appealing to the explanatory results of cognitive science. It undertakes an in-depth analysis of different theories of concepts and of the explanations formulated in cognitive science. As a result, two reasons are provided for thinking that an appeal to cognitive science cannot help to decide on the best theory of concepts.
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  19.  26
    Un archaïsme de l'accentuation védiqueUn archaisme de l'accentuation vedique.Samuel D. Atkins & Zygmunt Rysiewicz - 1953 - Journal of the American Oriental Society 73 (2):109.
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  20. The Non-Rationality of Beliefs and Attitudes.Samuel D. Fohr - 1972 - Pacific Philosophical Quarterly 53 (1):63.
     
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  21.  24
    Logic: a comprehensive introduction.Samuel D. Guttenplan - 1971 - New York,: Basic Books. Edited by Martin Tamny.
  22.  58
    The Explanatory Role of Concepts.Samuel D. Taylor & Gottfried Vosgerau - 2019 - Erkenntnis 86 (5):1045-1070.
    Machery and Weiskopf argue that the kind concept is a natural kind if and only if it plays an explanatory role in cognitive scientific explanations. In this paper, we argue against this explanationist approach to determining the natural kind-hood of concept. We first demonstrate that hybrid, pluralist, and eliminativist theories of concepts afford the kind concept different explanatory roles. Then, we argue that we cannot decide between hybrid, pluralist, and eliminativist theories of concepts, because each endorses a different, but equally (...)
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  23.  53
    Come, Ye Daughters (Kommt, ihr Tochter)" from Johann Sebastian Bach's "St. Matthew Passion.Samuel D. Miller - 1986 - The Journal of Aesthetic Education 20 (2):77.
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  24. Ethical behavior.Samuel D. Brown, Aaron Miller & Kristen Bell DeTienne - 2014 - In Bradley R. Agle, David W. Hart, Jeffery A. Thompson & Hilary M. Hendricks (eds.), Research companion to ethical behavior in organizations: constructs and measures. Northampton, MA: Edward Elgar.
     
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  25.  64
    Wired but not WEIRD: The promise of the Internet in reaching more diverse samples.Samuel D. Gosling, Carson J. Sandy, Oliver P. John & Jeff Potter - 2010 - Behavioral and Brain Sciences 33 (2-3):94-95.
    Can the Internet reach beyond the U. S. college samples predominant in social science research? A sample of 564,502 participants completed a personality questionnaire online. We found that 19% were not from advanced economies; 20% were from non-Western societies; 35% of the Western-society sample were not from the United States; and 66% of the U. S. sample were not in the 18–22 (college) age group.
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  26.  33
    Afactivism about understanding cognition.Samuel D. Taylor - 2023 - European Journal for Philosophy of Science 13 (3):1-22.
    Here, I take alethic views of understanding to be all views that hold that whether an explanation is true or false matters for whether that explanation provides understanding. I then argue that there is (as yet) no naturalistic defence of alethic views of understanding in cognitive science, because there is no agreement about the correct descriptions of the content of cognitive scientific explanations. I use this claim to argue for the provisional acceptance of afactivism in cognitive science, which is the (...)
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  27.  19
    On Criticizing Music: Five Philosophical Perspectives.Samuel D. Miller - 1984 - Journal of Aesthetic Education 18 (2):113.
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  28.  1
    Truth in Interpretation.Samuel D. Guttenplan - 1976
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  29.  46
    The languages of logic: an introduction.Samuel D. Guttenplan - 1987 - New York, NY, USA: Blackwell.
    "With the same intellectual goals as the first edition, this innovative introductory logic textbook explores the relationship between natural language and logic, motivating the student to acquire skills and techniques of formal logic. This new and revised edition includes substantial additions which make the text even more useful to students and instructors alike. Central to these changes is an Appendix, 'How to Learn Logic', which takes the student through fourteen compact and sharply directed lessons with exercises and answers"--Google books viewed (...)
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  30.  15
    A New Glimpse of Day One: Intertextuality, History of Interpretation, and Genesis 1.1–5.Samuel D. Giere - 1923 - Walter de Gruyter.
    With Day One, Genesis 1.1 5, as a focus and informed by the understanding that all texts are intertexts, S. D. Giere shapes and employs a method that harnesses the idea of intertextuality for the purpose of exploring the history of interpretation of a biblical text. With a unique compilation of intertexts of Gen 1.1-5, the work explores the intertexual reach of Day One in Hebrew and Greek texts up to c. 200 CE. What emerges is a glimpse of the (...)
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  31.  10
    A brief commentary on A Levinasian ethics for education’s commonplaces: Between calling and inspiration by Joldersma.Samuel D. Downs - 2018 - Journal of Theoretical and Philosophical Psychology 38 (4):248-254.
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  32.  17
    Folk phenomenology: education, study, and the human person.Samuel D. Rocha - 2015 - Eugene, Oregon: Pickwick Publications. Edited by William F. Pinar & Eduardo Manuel Duarte.
    Folk is an analog foundation in a digital world. Phenomenology is a big word about a small, impossible task: trying to imagine the real. This book describes this task in relation to its foundation. Most of all, 'Folk phenomenology' is a defense of the integrity and sufficiency of art--thinking, feeling, living, dying. In short, being in love."--Back cover.
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  33.  72
    Another route to broadening the scope of social psychology: Ecologically valid research.Samuel D. Gosling - 2004 - Behavioral and Brain Sciences 27 (3):339-340.
    An imbalance is identified in social psychology between controlled experimental studies (which are common) and real-world, ecologically valid studies (which are rare). The preponderance of experimental studies (which provide mere existence proofs and lack realism) helps fuel social psychology's fault-finding focus. Laboratory experiments and ecological studies should be pursued jointly to examine social life in the real world.
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  34. History and philosophy as "pre qualitative" educational research.Samuel D. Rocha - 2017 - In Antoinette Errante, Jackie Blount & Bruce A. Kimball (eds.), Philosophy and history of education: diverse perspectives on their value and relationship. Lanham, Maryland: Rowman & Littlefield.
     
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  35.  83
    The Deductive-Inductive Distinction.Samuel D. Fohr - 1979 - Informal Logic 2 (2).
  36.  49
    Concepts as a working hypothesis.Samuel D. Taylor - 2021 - Philosophical Psychology (4):569-594.
    Some philosophers argue that all concepts cannot have the same representational structure, because no single kind of representation has been successful in accounting for the phenomena related to the formation and application of concepts. Here, I argue against this “appeal to cognitive science” by demonstrating that different theories of the kind concept cohere with different interpretations of the argument. To circumvent the threat of relativism, I argue that theories of concept should be understood as working hypotheses, which are provisionally accepted (...)
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  37.  17
    A new objective test for verbal imagery types.Samuel D. Robbins - 1920 - Psychological Review 27 (1):38-49.
  38.  39
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.Samuel D. Rocha - 2012 - Educational Philosophy and Theory 44 (5):568-570.
  39.  12
    Lines of Tension, Rays of Light: An Autotheography.Samuel D. Rocha - 2015 - Philosophy of Education 71:58-66.
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  40.  35
    Reply to Lewis: Must Poetry be Poetic?Samuel D. Rocha - 2016 - Studies in Philosophy and Education 36 (1):113-114.
  41.  20
    Returning to the end times? Towards an apocalyptic education?Samuel D. Rocha - 2020 - Educational Philosophy and Theory 52 (8):846-847.
    Volume 52, Issue 8, July 2020, Page 846-847.
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  42.  11
    Ser Mais.Samuel D. Rocha - 2018 - Philosophy of Education 74:371-384.
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  43.  10
    Transcending “Transcendence”: From Freedom to Fidelity, from Adios to A Dios.Samuel D. Rocha - 2011 - Philosophy of Education 67:366-368.
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  44. Who Gets to Be a Philosopher? Dewey, Democracy & Philosophical Identity.Samuel D. Rocha - 2012 - Philosophical Studies in Education 43:62 - 72.
     
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  45.  27
    A Minimalist Theory of Simplest Merge.Samuel D. Epstein & Hisatsugu Kitahara - 2021 - Routledge.
    This collection explicates one of the core ideas underpinning Minimalist theory--explanation via simplification. It introduces and advances Minimalist theory for students and scholars in linguistics and related sub-disciplines of psychology, philosophy, and cognitive science.
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  46.  28
    Dialectical Negations, Absolute Affirmation.Samuel D. Rocha - 2022 - Studies in Philosophy and Education 41 (4):493-496.
  47.  51
    Latinos in America. By Jorge J. E. Gracia.Samuel D. Rocha - 2011 - Journal of Philosophy of Education 45 (3):581-583.
  48.  11
    Incarnate Reading: A Cerebralist, Cows, Cannibals and Back Again.Samuel D. Rocha - 2013 - Philosophy of Education 69:120-128.
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  49. Thought and study : the rigor of having an idea.Samuel D. Rocha & Daniel J. Clegg - 2017 - In Claudia W. Ruitenberg (ed.), Reconceptualizing study in educational discourse and practice. New York: Routledge, Taylor & Francis Group.
     
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  50.  5
    With Humanism Like This, Who Needs Posthumanism?Samuel D. Rocha - 2017 - Philosophy of Education 73:656-660.
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