Results for 'Stefan E. Cuypers'

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  1. La filosofía analítica de lo mental.Stefan E. Cuypers - 1995 - Anuario Filosófico 28 (2):455-470.
    This article offers a survey of the major developments in the analytic philosophy of mind since 1950, touching on the "naturalistic turn", the mind-body problem, the problem of intentionality (folk psychology) and the problem of [psycho]semanticity.
     
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  2. Determinism and the Paradox of Predictability.Stefan Rummens & Stefaan E. Cuypers - 2010 - Erkenntnis 72 (2):233-249.
    The inference from determinism to predictability, though intuitively plausible, needs to be qualified in an important respect. We need to distinguish between two different kinds of predictability. On the one hand, determinism implies external predictability , that is, the possibility for an external observer, not part of the universe, to predict, in principle, all future states of the universe. Yet, on the other hand, embedded predictability as the possibility for an embedded subsystem in the universe to make such predictions, does (...)
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  3.  15
    Self-identity and Personal Autonomy: An Analytical Anthropology.Stefaan E. Cuypers - 2001 - Ashgate.
    We are all persons or selves. But what exactly does it mean that we possess an identity and autonomy as persons or selves? This book explores the related problems of self-identity and personal autonomy within the framework of contemporary analytical anthropology, a blend of analytical philosophy of mind and action with moral psychology. Cuypers critically examines the empiricist bundle theory and metaphysical ego theory of self-identity as well as the hierarchical Frankfurt / Dworkin model of personal autonomy. Arguing that (...)
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  4.  9
    La filosofía analítica de lo mental.Stefaan E. Cuypers - 1995 - Anuario Filosófico 28 (2):455-468.
    This article offers a survey of the major developments in the analytic philosophy of mind since 1950, touching on the "naturalistic turn", the mind-body problem, the problem of intentionality (folk psychology) and the problem of [psycho]semanticity.
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  5. Elsters gematigd rationalisme.Stefaan E. Cuypers - 1995 - In Jon Elster & Stefaan E. Cuypers, Indirecte rede: Jon Elster over rationaliteit en irrationaliteit. Leuven: Acco.
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  6.  13
    H.L.A. Hart on Legal Moralism and Social Morality.Stefaan E. Cuypers - 2024 - Roczniki Filozoficzne 72 (3):239-257.
    After explaining legal moralism, this paper introduces the so-called “Hart-Devlin debate” on sexual morality in the philosophy of law. First, it reviews Hart’s revisions of Mill’s no-harm principle to cope with some counterexamples that favor the legal enforcement of morality even in the presence of consent or the absence of physical harm. Then, the paper examines the main arguments for both the disintegration and conservative theses of the legal moralists Devlin and Stephen, together with Hart’s replies to them. Furthermore, it (...)
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  7. P.F. Strawson on Punishment and the Hypothesis of Symbolic Retribution.Arnold Burms, Stefaan E. Cuypers & Benjamin de Mesel - 2024 - Philosophy (2):165-190.
    Strawson's view on punishment has been either neglected or recoiled from in contemporary scholarship on ‘Freedom and Resentment’ (FR). Strawson's alleged retributivism has made his view suspect and troublesome. In this article, we first argue, against the mainstream, that the punishment passage is an indispensable part of the main argument in FR (section 1) and elucidate in what sense Strawson can be called ‘a retributivist’ (section 2). We then elaborate our own hypothesis of symbolic retribution to explain the continuum between (...)
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  8.  22
    Patterns of eye blinks are modulated by auditory input in humans.Stefan E. Huber, Markus Martini & Pierre Sachse - 2022 - Cognition 221:104982.
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  9.  7
    Clarifying and Furthering Existential Psychotherapy: Theories, Methods, and Practices.Stefan E. Schulenberg (ed.) - 2016 - Cham: Imprint: Springer.
    This exciting volume brings together leading figures across existential psychology in a clear-sighted guide to its current practice and therapeutic possibilities. Its accessible yet scholarly presentation dispels common myths about existential psychotherapy while demonstrating core methods and innovative techniques as compatible with the range of clinicians' theoretical orientations and practical approaches. Chapters review the evidence for its therapeutic value, and provide updates on education, training, and research efforts in the field, both in the US and abroad. Throughout, existential psychotherapy emerges (...)
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  10. Fricker on testimonial justification.Igor Douven & Stefaan E. Cuypers - 2009 - Studies in History and Philosophy of Science Part A 40 (1):36-44.
    Elizabeth Fricker has recently proposed a principle aimed at stating the necessary and sufficient conditions for testimonial justification. Her proposal entails that a hearer is justified in believing a speaker’s testimony only if she recognizes the speaker to be trustworthy, which, given Fricker’s internalist commitments, requires the hearer to have within her epistemic purview grounds which justify belief in the speaker’s trustworthiness. We argue that, as it stands, Fricker’s principle is too demanding, and we propose some amendments to it. We (...)
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  11. Architecture, Ethical Perception, and Educating for Moral Responsibility.Ishtiyaque Haji, Stefaan E. Cuypers & Yannick Joye - 2013 - Journal of Aesthetic Education 47 (3):1-23.
    Architecture has a marked influence on ethical perception. Ethical perception, in turn, has a pronounced influence on what we are morally responsible for, our decisions, choices, intentional omissions, and overt actions, for instance. It thus stands to reason that architecture bears saliently on moral responsibility. If we now introduce a widely accepted premise that one of the fundamental aims of education is to see that our children turn into morally responsible agents, we can further infer that architecture has an influence (...)
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  12. Critical Thinking, Autonomy and Practical Reason.Stefaan E. Cuypers - 2004 - Journal of Philosophy of Education 38 (1):75-90.
    This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own (...)
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  13. Mele, AR-Autonomous Agents.S. E. Cuypers - 1997 - Philosophical Books 38:205-207.
     
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  14.  21
    Davidson en Wittgenstein over het menselijk handelen.Stefaan E. Cuypers - 1992 - Bijdragen 53 (3):291-311.
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  15.  54
    The philosophy of psychopathology.Stefaan E. Cuypers - 1999 - Philosophical Explorations 2 (3):154 – 158.
  16.  19
    Strawsons sociaal naturalisme.S. E. Cuypers - 1988 - Tijdschrift Voor Filosofie 50 (2):343 - 355.
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  17. Stoffige Geesten — Essay over het materialisme in de analytische psychologie.Stefaan E. Cuypers - 1998 - Tijdschrift Voor Filosofie 60 (3):620-621.
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  18.  17
    Modelling the Mind.Stefaan E. Cuypers - 1992 - Philosophical Quarterly 42 (168):391-393.
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  19. L'impossible naturalisme de la psychosémantique de Fodor.Stefaan E. Cuypers - 1994 - Dialectica 48 (3):231.
     
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  20. The analytic perspective on persons and their identity+ Response to reviews by M. Meijsing and P. Van Haute.S. E. Cuypers - 1997 - Tijdschrift Voor Filosofie 59 (2):338-343.
     
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  21.  76
    Authentic education and moral responsibility.Stefaan E. Cuypers & Ishtiyaque Haji - 2007 - Journal of Applied Philosophy 24 (1):78–94.
    abstract An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explicated, ‘truly the agent's own’. It is this view of authenticity that is the mainstay (...)
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  22.  5
    R. S. Peters.Stefaan E. Cuypers - 2013 - New York: Bloomsbury Academic.
    R.S. Peters is indisputably a major thinker in the philosophy of education and educational theory. Stefaan E. Cuypers and Christopher Martin's volume offers a coherent account of Peters' educational thought. This work is divided into three distinctive parts: 1. Intellectual Biography of R.S. Peters 2. Critical Exposition of R.S. Peters' Educational Thought 3. Reception and Relevance of R.S. Peters' Work.
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  23.  29
    Temporary agency workers as outsiders: an application of the established-outsider theory on the social relations between temporary agency and permanent workers.Kim Bosmans, Nele De Cuyper, Stefan Hardonk & Christophe Vanroelen - 2015 - Vulnerable Groups and Inclusion 6.
  24. Gerecenseerde werken-bibilgraphische notities-Kane, R., a contemporary introduction to free will.St E. Cuypers - 2007 - Tijdschrift Voor Filosofie 69 (1):185.
     
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  25. Is personal autonomy the first principle of education?Stefaan E. Cuypers - 1992 - Journal of Philosophy of Education 26 (1):5–17.
    It is suggested that the current hierarchical (Frankfurt-Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self-determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self-identification and self-evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self-identification and self- evaluation, the non-intentional as well as the non-individualistic character of these (...)
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  26. (1 other version)Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  27. The trouble with Harry: Compatibilist free will internalism and manipulation.Stefaan E. Cuypers - 2004 - Journal of Philosophical Research 29 (February):235-254.
  28. The trouble with externalist compatibilist autonomy.Stefaan E. Cuypers - 2006 - Philosophical Studies 129 (2):171-196.
    In this paper, I try to show that externalist compatibilism in the debate on personal autonomy and manipulated freedom is as yet untenable. I will argue that Alfred R. Mele’s paradigmatic, history-sensitive externalism about psychological autonomy in general and autonomous deliberation in particular faces an insurmountable problem: it cannot satisfy the crucial condition of adequacy “H” for externalist theories that I formulate in the text. Specifically, I will argue that, contrary to first appearances, externalist compatibilism does not resolve the CNC (...)
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  29.  87
    R.S. Peters' 'The justification of education' revisited.Stefaan E. Cuypers - 2012 - Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  30.  24
    Educating for authenticity : the paradox of moral education revisited.Stefaan E. Cuypers - 2009 - In Harvey Siegel, The Oxford handbook of philosophy of education. New York: Oxford University Press. pp. 122--144.
  31.  75
    Reading R. S. Peters on Education Today.Stefaan E. Cuypers & Christopher Martin - 2009 - Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  32.  12
    Alexander Bogdanov: Theoretiker für das 20. Jahrhundert.Stefan Plaggenborg & M. E. Soboleva (eds.) - 2008 - München: Sagner.
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  33.  45
    Opera as Liberal Education.Stefaan E. Cuypers - 2021 - Journal of Aesthetic Education 55 (1):13-34.
    In this paper, I forge a strong educational bond between opera and the humanities: opera as liberal education, not just additional to or exemplary of. After rehearsing the well-known present-day criticisms of liberal education, I first make the diagnosis that the trouble with liberal education as teaching and learning the humanities is not so much its theoretical justification as its practical implementation. To neutralize the criticisms and to solve the problem of how to practically realize a theoretically defensible goal, my (...)
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  34.  96
    Moral responsibility and the problem of manipulation reconsidered.Ishtiyaque Haji & Stefaan E. Cuypers - 2004 - International Journal of Philosophical Studies 12 (4):439 – 464.
    It has been argued that all compatibilist accounts of free action and moral responsibility succumb to the manipulation problem: evil neurologists or their like may manipulate an agent, in the absence of the agent's awareness of being so manipulated, so that when the agent performs an action, requirements of the compatibilist contender at issue are satisfied. But intuitively, the agent is not responsible for the action. We propose that the manipulation problem be construed as a problem of deviance. In troubling (...)
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  35.  38
    Symposium: Cuypers' persoonlijke aangelegenheden.M. Meijsing, Ph Van Haute & St E. Cuypers - 1997 - Tijdschrift Voor Filosofie 59 (2):329-343.
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  36.  11
    “Plowden” at 50—R.S. Peters’ Response to Educational Progressivism.Stefaan E. Cuypers - 2018 - In Stefan Ramaekers & Naomi Hodgson, Past, Present, and Future Possibilities for Philosophy and History of Education: Finding Space and Time for Research. Springer Verlag. pp. 101-116.
    In this chapter, I reconstruct the basic structure of Peters’ analytic response to educational progressivism as politically expressed in the 1967 Plowden Report. The report expressed a particular line of thought in educational theory, namely that of educational progressivism or child-centred education. In the 1960s, Peters introduced the analytic paradigm into the philosophy of education in Great Britain. In the socio-economic context of the 1960s, this new paradigm had some institutional as well as political effects. In particular, Peters’ theoretical response (...)
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  37.  51
    Precis of defending biodiversity.Stefan Linquist, Gary Varner & Jonathan E. Newman - 2020 - Biology and Philosophy 35 (1):1-4.
    Why should governments or individuals invest time and resources in conserving biodiversity? A popular answer is that biodiversity has both instrumental value for humans and intrinsic value in its own right. Defending Biodiversity critically evaluates familiar arguments for these claims and finds that, at best, they provide good reasons for conserving particular species or regions. However, they fail to provide a strong justification for conserving biodiversity per se. Hence, either environmentalists must develop more compelling arguments for conserving biodiversity or else (...)
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  38.  13
    Guest Editorial: Harry Frankfurt.Stefaan E. Cuypers - 1998 - Ethical Perspectives 5 (1):1-2.
    Harry Frankfurt is one of the leading contemporary analytical philosophers. His research interests are mainly free will and moral responsibility, as well as moral psychology and ethics in general. He is the author of Demons, Dreamers, and Madmen: The Defense of Reason in Descartes’s Meditations — published in 1970 with a French translation in 1989 — and numerous scholarly articles on Descartes’s philosophy. He is the editor of Leibniz: A Collection of Critical Essays which appeared in 1972 . His most (...)
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  39.  27
    Carbon monoxide in biology and medicine.Stefan W. Ryter & Leo E. Otterbein - 2004 - Bioessays 26 (3):270-280.
    Carbon monoxide (CO), a product of organic oxidation processes, arises in vivo during cellular metabolism, most notably heme degradation. CO binds to the heme iron of most hemoproteins. Tissue hypoxia following hemoglobin saturation represents a principle cause of CO‐induced mortality in higher organisms, though cellular targets cannot be excluded. Despite extreme toxicity at high concentrations, low concentrations of CO can confer cytoprotection during ischemia/reperfusion or inflammation‐induced tissue injury. Likewise, heme oxygenase, an enzyme that produces CO, biliverdin and iron, as well (...)
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  40.  49
    Exploring the Folkbiological Conception of Human Nature.Stefan Linquist, Edouard Machery, Paul E. Griffiths & Karola Stotz - 2011 - Philosophical Transactions of the Royal Society B-Biological Sciences 366 (1563):444.
    Integrating the study of human diversity into the human evolutionary sciences requires substantial revision of traditional conceptions of a shared human nature. This process may be made more difficult by entrenched, 'folkbiological' modes of thought. Earlier work by the authors suggests that biologically naive subjects hold an implicit theory according to which some traits are expressions of an animal's inner nature while others are imposed by its environment. In this paper, we report further studies that extend and refine our account (...)
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  41.  49
    Human Action, Deliberation and Causation.J. A. M. Bransen & S. E. Cuypers (eds.) - 1998 - Dordrecht: Kluwer Academic Publishers.
    The essays collected together in this volume, many of them written by leading scholars in the field, explore the commonsensical fact that our presence as..
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  42. Education for Critical Thinking: Can it be non‐indoctrinative?Stefaan E. Cuypers & Ishtiyaque Haji - 2006 - Educational Philosophy and Theory 38 (6):723–743.
    An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. (...)
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  43.  14
    Alfred Mele's Voluntaristic Conception of Autonomy.Stefaan E. Cuypers - 2000 - In A. Van den Beld, Moral Responsibility and Ontology. Kluwer Academic Publishers. pp. 259--270.
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  44.  23
    Analytic Philosophy of Education and the Concept of Liberal Education.Stefaan E. Cuypers - 2018 - In Paul Smeyers, International Handbook of Philosophy of Education. Springer. pp. 629-648.
    In the second half of the twentieth century, two persons had an enormous impact on one branch of philosophy: that branch was the philosophy of education, and these persons were R.S. Peters and I. Scheffler, the founding fathers of the analytic approach in this philosophical subdiscipline. This chapter, first, introduces and contextualizes the analytic school of thought in the philosophy of education. Preliminary, the identity of analytic philosophy as such is outlined. The focus is primarily on showing how analytic philosophy (...)
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  45.  75
    Het Ik En De Persoonsidentiteit In Russells Logisch Atomisme.Stefaan E. Cuypers - 1997 - Bijdragen 58 (1):29-55.
    Although the contributions of John Locke's memory-theory and David Hume's bundle-theory to the construction of the contemporary empiricist theory of personal identity are explicitly acknowledged, empiricist philosophers relatively neglect another important source of inspiration in their debate on personal identity in analytical philosophy, namely Bertrand Russell's philosophy of logical atomism. However, Derek Parfit's radically empiricist and impersonal view on personal identity implicitly is a direct heir of Russell's view on personal identity. In this article, I try to make explicit the (...)
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  46. Moral Shallowness, Metaphysical Megalomania, and Compatibilist-Fatalism.Stefaan E. Cuypers - 2013 - Ethical Theory and Moral Practice 16 (1):173-188.
    In the debate on free will and moral responsibility, Saul Smilansky is a hard source-incompatibilist who objects to source-compatibilism for being morally shallow. After criticizing John Martin Fischer’s too optimistic response to this objection, this paper dissipates the charge that compatibilist accounts of ultimate origination are morally shallow by appealing to the seriousness of contingency in the framework of, what Paul Russell calls, compatibilist-fatalism. Responding to the objection from moral shallowness thus drives a wedge between optimists and fatalists within the (...)
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  47.  24
    The Strawsonian and Ledger conception of moral responsibility.Stefaan E. Cuypers - 2019 - Ideas Y Valores 68 (171):231-249.
    ABSTRACT This paper returns to the very concept of moral responsibility. Its focus is not on the conditions but on the nature of moral responsibility. First, it introduces the Strawsonian and ledger conceptions of moral responsibility. Next, it contrasts and compares these conceptions. Finally, it evaluates both conceptions and asks which is the right one. Though this article works toward further clarifying the concept of moral responsibility, its conclusion is open-ended. RESUMEN El artículo vuelve sobre el asunto de la responsabilidad (...)
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  48. Authenticity-sensitive preferentism and educating for well-being and autonomy.Ishtiyaque Haji & Stefaan E. Cuypers - 2008 - Journal of Philosophy of Education 42 (1):85-106.
    An overarching aim of education is the promotion of children's personal well-being. Liberal educationalists also support the promotion of children's personal autonomy as a central educational aim. On some views, such as John White's, these two goals—furthering well-being and cultivating autonomy—can come apart. Our primary aim in this paper is to argue for a species of a stronger view: assuming preferentism as our axiology, we suggest that there is an essential association between the autonomy of our springs of action, such (...)
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  49. Harry Frankfurt on the Will, Autonomy and Necessity.Stefaan E. Cuypers - 1998 - Ethical Perspectives 5 (1):44-52.
    In this paper, I want to give an interpretation of Harry Frankfurt’s complex theory of the will with respect to the issue of “autonomy and necessity”. My central claim is that Frankfurt’s employment of the concept of the will is equivocal. He actually uses three distinct conceptions of the will without ever distinguishing them from one another. I shall introduce and justify such a clarifying tripartite distinction. Although my discussion will be limited to Frankfurt’s view of the will, this distinction (...)
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  50.  29
    Autonomie en identificatie de analytische antropologie Van Harry Frankfurt.Stefaan E. Cuypers - 1991 - Tijdschrift Voor Filosofie 53 (4):700 - 709.
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