Results for 'William J. Nottingham'

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  1. Christian faith and secular action.William J. Nottingham - 1968 - St. Louis,: Bethany Press.
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  2. Debunking evolutionary debunking of ethical realism.William J. FitzPatrick - 2015 - Philosophical Studies 172 (4):883-904.
    What implications, if any, does evolutionary biology have for metaethics? Many believe that our evolutionary background supports a deflationary metaethics, providing a basis at least for debunking ethical realism. Some arguments for this conclusion appeal to claims about the etiology of the mental capacities we employ in ethical judgment, while others appeal to the etiology of the content of our moral beliefs. In both cases the debunkers’ claim is that the causal roles played by evolutionary factors raise deep epistemic problems (...)
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  3. Moral Responsibility and Normative Ignorance: Answering a New Skeptical Challenge.William J. Fitzpatrick - 2008 - Ethics 118 (4):589-613.
  4.  66
    Book Symposium. Steffen Borge, The Philosophy of Football.Steffen Borge, William J. Morgan, Murray Smith & Brian Weatherson - 2022 - Sport, Ethics and Philosophy 16 (3):333-396.
    This is a book symposium on Steffen Borge’s The Philosophy of Football. It has contributions from William Morgan, Murray Smith and Brian Weatherson with replies from Borge.
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  5. Edge Modes and Dressing Fields for the Newton–Cartan Quantum Hall Effect.William J. Wolf, James Read & Nicholas J. Teh - 2022 - Foundations of Physics 53 (1):1-24.
    It is now well-known that Newton–Cartan theory is the correct geometrical setting for modelling the quantum Hall effect. In addition, in recent years edge modes for the Newton–Cartan quantum Hall effect have been derived. However, the existence of these edge modes has, as of yet, been derived using only orthodox methodologies involving the breaking of gauge-invariance; it would be preferable to derive the existence of such edge modes in a gauge-invariant manner. In this article, we employ recent work by Donnelly (...)
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  6.  55
    Perfect Markets and Easy Virtue: Business Ethics and the Invisible Hand.William J. Baumol & Sue Anne Batey Blackman - 1991 - Wiley-Blackwell.
    This book examines the effects of the market mechanism on economies and societies. It argues that perfect competition has a tendency to promote adulteration of products and a general deterioration in quality. It also contends that it is very difficult for competitive firms to behave in socially desirable ways - being kind to the environment, contributing to worthy social programmes, handling redundancy humanely. The book goes on to propose ways in which these flaws might be remedied without subverting the market (...)
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  7. Semiotic Systems, Computers, and the Mind: How Cognition Could Be Computing.William J. Rapaport - 2012 - International Journal of Signs and Semiotic Systems 2 (1):32-71.
    In this reply to James H. Fetzer’s “Minds and Machines: Limits to Simulations of Thought and Action”, I argue that computationalism should not be the view that (human) cognition is computation, but that it should be the view that cognition (simpliciter) is computable. It follows that computationalism can be true even if (human) cognition is not the result of computations in the brain. I also argue that, if semiotic systems are systems that interpret signs, then both humans and computers are (...)
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  8. (1 other version)Logical foundations for belief representation.William J. Rapaport - 1986 - Cognitive Science 10 (4):371-422.
    This essay presents a philosophical and computational theory of the representation of de re, de dicto, nested, and quasi-indexical belief reports expressed in natural language. The propositional Semantic Network Processing System (SNePS) is used for representing and reasoning about these reports. In particular, quasi-indicators (indexical expressions occurring in intentional contexts and representing uses of indicators by another speaker) pose problems for natural-language representation and reasoning systems, because--unlike pure indicators--they cannot be replaced by coreferential NPs without changing the meaning of the (...)
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  9. How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room.William J. Rapaport - 2006 - Minds and Machines 16 (4):381-436.
    A computer can come to understand natural language the same way Helen Keller did: by using “syntactic semantics”—a theory of how syntax can suffice for semantics, i.e., how semantics for natural language can be provided by means of computational symbol manipulation. This essay considers real-life approximations of Chinese Rooms, focusing on Helen Keller’s experiences growing up deaf and blind, locked in a sort of Chinese Room yet learning how to communicate with the outside world. Using the SNePS computational knowledge-representation system, (...)
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  10.  60
    The Purloined Poe: Lacan, Derrida, and Psychoanalytic Reading.John P. Muller & William J. Richardson - 1988 - Johns Hopkins University Press.
    In 1956 Jacques Lacan proposed as interpretation of Edgar Allan Poe's "Purloined Letter" that at once challenged literary theorists and revealed a radically new conception of psychoanalysis. Lacan's far-reaching claims about language and truth provoked a vigorous critique by Jacques Derrida, whose essay in turn has spawned further responses from Barbara Johnson, Jane Gallop, Irene Harvey, Norman Holland, and others. The Purloined Poe brings Poe's story together with these readings to provide, in the words of the editors, "a structured exercuse (...)
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  11. What Is the “Context” for Contextual Vocabulary Acquisition?William J. Rapaport - 2003 - Proceedings of the 4th Joint International Conference on Cognitive Science/7th Australasian Society for Cognitive Science Conference 2:547-552.
    “Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...)
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  12.  36
    Ethical concerns of staff in a rehabilitation center.Jenny M. Young & William J. Sullivan - 2001 - HEC Forum 13 (4):361-367.
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  13.  28
    The Oxford Handbook of the Epistemology of Theology.Frederick D. Aquino & William J. Abraham (eds.) - 2017 - New York, New York: Oxford University Press.
    It considers the epistemology of theology and features 42 chapters, divided into 4 sections on 'Theology Relative Epistemic Concepts' and 'General Epistemic Concepts as Related to Theology', and on studies of individual theologians from St Paul through to Hans Urs von Balthasar and of contemporary movements such as Liberation Theology and Feminism.
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  14. Non-Existent Objects and Epistemological Ontology.William J. Rapaport - 1985 - Grazer Philosophische Studien 25-26 (1):61-95.
    This essay examines the role of non-existent objects in "epistemological ontology"--the study of the entities that make thinking possible. An earlier revision of Meinong's Theory of Objects is reviewed, Meinong's notions of Quasisein and Aussersein are discussed, and a theory of Meinongian objects as "combinatorially possible" entities is presented.
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  15. In Defense of Contextual Vocabulary Acquisition: How to Do Things with Words in Context.William J. Rapaport - 2005 - In Anind Dey, Boicho Kokinov, David Leake & Roy Turner (eds.), Proceedings of the 5th International and Interdisciplinary Conference on Modeling and Using Context. Springer-Verlag Lecture Notes in Artificial Intelligence 3554. pp. 396--409.
    Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...)
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  16. CASTANEDA, Hector-Neri (1924–1991).William J. Rapaport - 2005 - In John R. Shook (ed.), The Dictionary of Modern American Philosophers, 1860-1960. Thoemmes Press.
    H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...)
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  17.  23
    Antiqui and Moderni in Late Medieval Thought.William J. Courtenay - 1987 - Journal of the History of Ideas 48 (1):3.
  18. 2.“Doing and Allowing” and Doing and Allowing “Doing and Allowing” and Doing and Allowing (pp. 799-808).William J. FitzPatrick, Gerhard Øverland, Talbot Brewer, David Enoch & Philip Stratton‐Lake - 2005 - Ethics 115 (4).
     
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  19.  15
    Working on Mars: Voyages of Scientific Discovery with the Mars Exploration Rovers.William J. Clancey - 2012 - MIT Press.
    The MER created a virtual experience of being on Mars. This book examines how the MER has changed the nature of planetary field science.
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  20. A Triage Theory of Grading: The Good, the Bad, and the Middling.William J. Rapaport - 2011 - Teaching Philosophy 34 (4):347–372.
    This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against (...)
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  21.  17
    Socrates: Socratic method.William J. Prior (ed.) - 1996 - New York: Routledge.
    This four volume set is a collection of some of the most significant scholarship published on the philosophy of Socrates in the last half century. The contributors include many of the most prominent scholars in this field. As the growth in Socratic studies in the past three decades is due in large part to the influential work of Gregory Vlastos, articles by him figure prominently in the collection, and works by other authors are generally related to his work. The volumes (...)
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  22.  5
    (1 other version)An STS Teacher Education Course for Middle School Science Teachers.Dianne Robinson & William J. Doody - 1987 - Bulletin of Science, Technology and Society 7 (5-6):913-919.
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  23. Toward a political economy of crime.William J. Chambliss - 1975 - Theory and Society 2 (1):149-170.
  24. The Spiritual Senses in Western Spirituality and the Analytic Philosophy of Religion.William J. Wainwright - 2011 - European Journal for Philosophy of Religion 3 (1):21 - 41.
    The doctrine of the spiritual senses has played a significant role in the history of Roman Catholic and Eastern Orthodox spirituality. What has been largely unremarked is that the doctrine also played a significant role in classical Protestant thought, and that analogous concepts can be found in Indian theism. In spite of the doctrine’s significance, however, the only analytic philosopher to consider it has been Nelson Pike. I will argue that his treatment is inadequate, show how the development of the (...)
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  25. Open question arguments and the irreducibility of ethical normativity.William J. FitzPatrick - 2018 - In Neil Sinclair (ed.), The Naturalistic Fallacy. New York, NY: Cambridge University Press.
     
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  26.  65
    Taking Credit.William J. Graham & William H. Cooper - 2013 - Journal of Business Ethics 115 (2):403-425.
    Taking credit is the process through which organizational members claim responsibility for work activities. We begin by describing a publically disputed case of credit taking and then draw on psychological, situational, and personality constructs to provide a model that may explain when and why organizational members are likely to take credit. We identify testable propositions about the credit-taking process, discuss ethical aspects of credit taking and suggest areas for research on credit taking in organizations.
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  27.  14
    Smart warriors: A rationale for educating air force academy cadets in the history of science, technology, and warfare.William J. Astore - 2003 - Science & Education 12 (2):185-196.
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  28.  13
    On the Eve of Nominalism: Consignification in Anselm.William J. Courtenay - 1993 - Rivista di Storia Della Filosofia 48 (3):561.
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  29.  9
    Peter of Auvergne, Master in Arts and Theology at Paris.William J. Courtenay - 2014 - In Christoph Flüeler, Lidia Lanza & Marco Toste (eds.), Peter of Auvergne: University Master of the 13th Century. Berlin: Walter de Gruyter. pp. 13-28.
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  30.  7
    Tsʻai Yüan-Pʻei, Educator of Modern China.William J. Duiker - 1964 - Pennsylvania State University Press.
    In the broadest sense, this intellectual biography is designed to give insight into the reasons why Western values and institutions failed to take root in the Chinese environment. Three interrelated themes are treated by Professor Duiker: the evolution of the Chinese educational system from the beginning of the 20th century to World War II; the process by which a Chinese intellectual absorbed Western values and attitudes while retaining significant elements of his traditional Confucian world view; the goals of the humanist (...)
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  31.  11
    The Context of Diversity versus the Problem of Diversity.William J. Gavin - 2012 - In Judith M. Green, Stefan Neubert & Kersten Reich (eds.), Pragmatism and diversity: Dewey in the context of late twentieth century debates. New York: Palgrave-Macmillan. pp. 25.
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  32. A Theory of Complexes.William J. Greenberg - 1996 - Epistemologia 19 (1):85-112.
  33.  6
    Totems for Defence and Illustration of Taboo: Sites of Petrarchism in Renaissance Europe: Bernardo Lecture Series, No. 8.William J. Kennedy - 2001 - The Bernardo Lecture Series.
    Argues that critical comments appended to early printed editions of Petrarch’s Rime sparse inflected the reception and understanding of Petrarch’s vernacular poetry in Renaissance Europe.
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  34. Mahler and the Vienna Nietzsche Society.William J. McGrath - 1997 - In Jacob Golomb (ed.), Nietzsche and Jewish Culture. New York: Routledge. pp. 218.
     
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  35. Urban Life, Jim—But Not As We Know It.William J. Mitchell - 2000 - Utopian Studies 11 (2):280-282.
  36. The Cold War and the University (Book Review).William J. Peace - 2000 - Science and Society 64 (2):247.
  37.  56
    The Presence of Evil and the Falsification of Theistic Assertions.William J. Wainwright - 1969 - Religious Studies 4 (2):213 - 216.
    The falsifiability of theistic assertions no longer appears to be the burning issue it once was, and perhaps this is all to the good. For one thing, it was never entirely clear just what demand was being made of the theist. In this paper I shall not discuss the nature or legitimacy of the falsification requirement as applied to theistic assertions. Instead I shall argue that some of the reasons which have been offered to show that these assertions are not (...)
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  38. Ethical Issues in the Use of Computers.William J. Rapaport - 1986 - Teaching Philosophy 9 (3):275-278.
  39. God, the Demon, and the Cogito.William J. Rapaport - manuscript
    The purpose of this essay is to exhibit in detail the setting for the version of the Cogito Argument that appears in Descartes’s Meditations. I believe that a close reading of the text can shed new light on the nature and role of the “evil demon”, on the nature of God as he appears in the first few Meditations, and on the place of the Cogito Argument in Descartes’s overall scheme.
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  40. Pragmatism and death : Method vs. metaphor, tragedy vs. the will to believe.William J. Gavin - 2009 - In John J. Stuhr (ed.), 100 Years of Pragmatism: William James's Revolutionary Philosophy. Bloomington, IN: Indiana University Press.
     
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  41. Philosophy for Children and Other People.William J. Rapaport - 1987 - American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.
    It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be taught at (...)
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  42.  11
    No title available: Religious studies.William J. Wainwright - 1991 - Religious Studies 27 (4):565-567.
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  43. The Justification of Doctrinal Beliefs.William J. Wood - 1986 - Dissertation, University of Notre Dame
    This dissertation examines the strategy of justifying doctrinal beliefs by appealing to special revelation. Even if one thinks that belief in God is rationally warranted, it does not follow that one's distinctive religious doctrines are justified. Though theism may be justified, it remains an open question whether or not believers are entitled to believe, for example, that Jesus Christ is God Incarnate or that God is triune. Traditionally, religious believers have claimed that their doctrinal beliefs are justified because they have (...)
     
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  44.  27
    Exile and the Writer: Exoteric and Esoteric Experiences, A Jungian Approach (review).William J. Berg - 1994 - Philosophy and Literature 18 (2):415-416.
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  45.  55
    Character Education.William J. Devlin - 1937 - Thought: Fordham University Quarterly 12 (1):159-160.
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  46.  68
    Commentary on “Kelly’s Cosmetic Surgery”.William J. Frey - 2007 - Teaching Ethics 7 (2):111-115.
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  47.  52
    Can Care Generate Global Moral Concern?William J. Garland - 2000 - Southwest Philosophy Review 17 (1):181-187.
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  48.  55
    The Social Idea in the English Romantic Poets.William J. Grace - 1947 - Thought: Fordham University Quarterly 22 (3):461-482.
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    Social Origins.William J. Leen - 1938 - Thought: Fordham University Quarterly 13 (2):313-314.
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    Idealism and the Ontological Argument.William J. Mander - 2012 - British Journal for the History of Philosophy 20 (5):993-1014.
    The ontological proof became something of a signature argument for the British Idealist movement and this paper examines how and why that was so. Beginning with an account of Hegel's understanding of the argument, it looks at how the thesis was picked up, developed and criticized by the Cairds, Bradley, Pringle-Pattison and others. The importance of Bradley's reading in particular is stressed. Lastly, consideration is given to Collingwood's lifelong interest in the proof and it is argued that his attention is (...)
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