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Results for 'David W. Denton'

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  1.  25
    Characteristics of an effective development program for mentors of preservice teachers.David W.Denton &Jill Heiney-Smith -2019 -Educational Studies 46 (3):337-351.
    Teacher education programs require effective development for mentors of preservice teachers to increase the likelihood student teaching is reliable and that it produces preferred outcomes. There ar...
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  2.  38
    Book Review Section 2. [REVIEW]Peter H. Rohn,William Casement,Don T. Martin,James E. Christensen,David E.Denton,Robert R. Sherman,Robert W. Zuber,Clinton Collins &Turner Rogers -1988 -Educational Studies: A Jrnl of the American Educ. Studies Assoc 19 (3&4):361-403.
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  3.  43
    The locus of facilitation in the abstract selection task.David W. Green &Rodney Larking -1995 -Thinking and Reasoning 1 (2):183 – 199.
  4.  51
    Critical Rationalism: A Restatement and Defence.David W. Miller -1994 - Open Court.
    David Miller elegantly and provocatively reformulates critical rationalism—the revolutionary approach to epistemology advocated by Karl Popper—by answering its most important critics. He argues for an approach to rationality freed from the debilitating authoritarian dependence on reasons and justification. "Miller presents a particularly useful and stimulating account of critical rationalism. His work is both interesting and controversial... of interest to anyone with concerns in epistemology or the philosophy of science." —Canadian Philosophical Reviews.
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  5.  43
    W.T. Harris, Peirce, and the Charge of Nominalism.David W. Agler &Marco Stango -2015 -Hegel Bulletin 36 (2):135-158.
    While a number of classical pragmatists crafted their philosophies in conjunction with a careful study of Hegel's works, others saw their philosophies emerge in antagonism with proponents of Hegel. In this paper, we offer an instance of the latter case. Namely, we show that the impetus for Charles S. Peirce's early articulation and avowal of realism (the claim that some generals are real) was William Torrey Harris's claim that the formal laws of logic lacked universal validity. According to Harris, the (...) leading representative of Hegelism in the United States, the universal validity of the laws of logic rested on a nominalistic metaphysics that a Hegelian-realism showed to be false. In response to this charge, we articulate how Peirce's attempt to prove the universal validity of the laws of logic resulted in avowing a realism that differed from both nominalism and Harris's Hegelian-realism. (shrink)
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  6. 7 SIMMEL'S THEORY OF CONFLICTDavid W. Felder.David W. Felder -1999 - In TM Powers & P. Kamolnick,From Kant to Weber: Freedom and Culture in Classical German Social Theory. pp. 125.
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  7. Rudolf Steiner.The Riddles of Philosophy, Presented in an Outline of Their History.David W. Wood -2018 - Chadwick Library Edition, 2018.
    Rudolf Steiner. The Riddles of Philosophy, Presented in an Outline of Their History. Two Volumes, 645 pp. Originally translated by Fritz C. Koelln in 1973; translation substantially revised and corrected byDavid W. Wood (Great Barrington MA: Chadwick Library Edition, 2018).
     
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  8.  46
    Book Symposium:David W. Johnson, Watsuji on Nature.David W. Johnson,Bernard Stevens,Augustin Berque,Hideki Mine &Hans Peter Liederbach -2021 -European Journal of Japanese Philosophy 6:133–215.
    [Open access] In this book symposium the author takes up questions from phenomenology, hermeneutics, ethical theory, and intellectual history raised by a group of scholarly interlocutors from a range of backgrounds. In the course of engaging with these issues, he discusses, inter alia, McDowell’s realism, Jonathon Lear’s work on the end of a world, Michael Oakeshott’s view of selfhood, Heidegger’s conception of Jemeinigkeit, Uexküll’s notion of Umwelt, and Gadamer’s hermeneutic conception of truth.
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  9.  17
    Purpose and Cognition: Edward Tolman and the Transformation of American Psychology.David W. Carroll -2017 - Cambridge University Press.
    This book discusses the development of Edward Tolman's purposive behaviourism from the 1920s to the 1950s, highlighting the tension between his references to cognitive processes and the dominant behaviourist trends. It shows how Tolman incorporated concepts from European scholars, including Egon Brunswik and the Gestalt psychologists, to justify a more purposive form of behaviourism and how the theory evolved in response to the criticisms of his contemporaries. The manuscript also discusses Tolman's political activities, culminating in his role in the California (...) loyalty oath controversy in the 1950s. Tolman was involved in a number of progressive causes during his lifetime, activities that drew the attention of both state legislators in California and the Federal Bureau of Investigation. It treats Tolman's theoretical and political activities as emanating from the same source, a desire to understand the learning process in a scientific manner and to apply these concepts to improve the human condition. (shrink)
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  10.  207
    Polanyi and Peirce on the Critical Method.David W. Agler -2011 -Tradition and Discovery 38 (3):13-30.
    This essay points to parallel criticisms made by Charles Peirce and Polanyi against the “critical method”or “method of doubt.” In an early set of essays (1868–1869) and in later work, Peirce claimed that the Cartesian method of doubt is both philosophically bankrupt and useless because practitioners do not apply the method upon the criteria of doubting itself. Likewise, in his 1952 essay “The Stability of Beliefs” and in Personal Knowledge, Polanyi charges practitioners of the critical method with a failure to (...) apply the method rigorously enough. Polanyi contends that “critical” philosophers apply the method of doubt only to beliefs they find distasteful and rarely ever to the tacit beliefs that make doubt possible. (shrink)
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  11.  22
    Effects of meaningfulness of structurally similar CVSs on stimulus generalization of eyelid closure.David W. Abbott -1966 -Journal of Experimental Psychology 71 (4):511.
  12. Early french socialism and class struggle.David W. Lovell -1988 -History of Political Thought 9 (2):327-348.
  13.  10
    Comparative Economic Systems: Objectives, Decision Modes, and the Process of Choice.David W. Conklin -1991 - Cambridge University Press.
    The phrase 'economic system' refers to the organizational arrangements and processes through which a society makes its production and consumption decisions. In this book, Professor Conkin explores the diversity of economic systems and the choices societies must face in determining the economic systems best suited to their needs. He discusses the alternative objectives and alternative decision modes that are available to societies. Objectives such as efficiency, growth, liberty, and equality - though themselves desirable - frequently involve trade-offs; the more complete (...) attainment of any one objective may involve the partial sacrifices of another. In pursuit of its objectives, each society uses a combination of decision modes. Professor Conklin examines six of these: free enterprise, price controls, subsidies, taxation, non-price regulations, and public enterprise. He ends with a discussion of the processes societies use to make their choice among objectives and decision modes. (shrink)
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  14. Some philosophical directions towards a simple theory of the self.David W. Mann -1991 -Theoretical Medicine and Bioethics 12 (1).
    In the act of self-observation, an individual becomes simultaneously observer and observed, subject and object. While some philosophical psychologists have dismissed thisreflexivity, the present author proposes that it isthe essential feature of the self, making it the basis of a new, conceptually simple, structural and dynamic theory of the self. Drawing from psychopathology, poetry and literature, the author portrays normal and disordered psychological states as disturbances in reflexivity. Qualitative and quantitative variations in this core function are proposed to define discreet (...) spectra of psychological situations. The author briefly examines the theories and practices of psychoanalytic and existential psychology, and proposes clinical applications of the new views here depicted. He attempts to show that inherent limits to our simultaneous knowledge of both aspects of the reflexive duality limit the precision and validity of all psychological theorization. (shrink)
     
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  15. Helping People Forgive.David W. Augsburger -1996
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  16.  14
    Interreligious encounter in Asian societies.David W. Chappell -1992 -Buddhist-Christian Studies 12:5-79.
  17.  21
    The determination of clutch size in precocial birds.David W. Winkler &Jeffrey R. Walters -1983 - In Richard Johnston,Current Ornithology. Plenum Press. pp. 1--33.
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  18. In these shoes is the silent call of the earth" : Meditations on curriculum integration, conceptual violence, and the ecologies of community and place.David W. Jardine,Annette LaGrange &Beth Everest -2004 - In David J. Flinders & Stephen J. Thornton,The Curriculum Studies Reader. Routledge.
     
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  19. Twilight or obscure.David W. Jardine -2020 - In Ellyn Lyle,Identity landscapes: contemplating place and the construction of self. Boston: Brill | Sense.
     
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  20.  29
    (1 other version)Philosophy of Education in Action: An Inquiry-Based Approach.David W. Nicholson -2016 - New York: Routledge.
    Philosophy of Education in Action: An Inquiry-Based Approach (Second Edition) is an innovative introductory text that invites readers to explore philosophy of education through the lens of their own observations and experiences. Using the "Wonder Model of Inquiry," readers investigate the purposes of education, how schools are designed to fulfill those purposes, and the influence of philosophy on educational practices. Grounded in authentic classroom vignettes and supported by examples from actual schools and educational programs, readers think critically and creatively about (...) philosophical issues. Probing questions analyze the curriculum, examine pedagogy, conceptualize the role of the teacher and student in the learning process, and explore the role of school organization and design. Readers are guided to reflect upon their own practices and articulate their own philosophical beliefs. Readers also imagine and design a hypothetical school using project-based methods to interpret, synthesize, and evaluate different educational philosophies. The "Continuum of Educational Philosophy" locates practices in relation to philosophical perspectives. The second edition includes updated sources and examples of schools and programs that represent different philosophical perspectives. In addition to applying the "3Cs" criteria of evaluation, two new chapters highlight voices that respond to and challenge different educational philosophies. The final chapter adds guidance on how to construct and compose a personal philosophy of education statement. (shrink)
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  21.  57
    Chance and longevity.David W. E. Smith replies.David W. E. Smith -1995 -Bioessays 17 (5):466-467.
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  22.  8
    Cultivating Qi: the way of energy, vitality, and spirit.David W. Clippinger -2016 - Philadelphia: Singing Dragon.
    The will to Qi -- Returning to the source: the history of energy and its uses -- Opening the energy gates of the body -- Powered by breath -- Cultivating mind and heart -- The elements of daily practice.
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  23. A Scientific Bible: Novalis and the Encyclopedistics of Nature.David W. Wood -2006 - In K. Van Berkel A. Vanderjagt,The Book of Nature in Early Modern and Modern History. Peeters. pp. 167-180.
  24. Visions d’une religion universelle: La Madone Sixtine de Raphaël et les cercles romantiques à Dresde.David W. Wood -2018 - In Laure Cahen-Maurel Jean-Noël Bret,Caspar David Friedrich et le romantisme allemand. pp. 109-130.
  25.  13
    A Nietzschecln Solution to El'hlCCll Relcltivism.David W. Goldberg -2006 - In Christine Daigle,Existentialist Thinkers and Ethics. McGill/Queen's University Press. pp. 37.
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  26.  22
    Formalizing nonmonotonic reasoning systems.David W. Etherington -1987 -Artificial Intelligence 31 (1):41-85.
  27. Technology's Covert Socialization of Children: High-Tech Toys.David W. Kritt -2001 -Journal of Thought 36 (3):53-61.
     
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  28. Ritschl and Luther: A Fresh Perspective on Albrecht Ritschl's Theology in the Light of His Luther Study.David W. Lotz -1974
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  29.  30
    Buddhist perspectives on weapons of mass destruction.David W. Chappell -2004 - In Sohail H. Hashmi & Steven P. Lee,Ethics and Weapons of Mass Destruction: Religious and Secular Perspectives. Cambridge University Press. pp. 13--213.
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  30.  305
    The Psychology Of Perception: A Philosophical Examination Of Gestalt Theory And Derivative Theories Of Perception.David W. Hamlyn -1957 - The Humanities Press.
    Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given (...) of its origins, and its main features are critically discussed. The work should still be of considerable interest to both philosophers and psychologists, as well as to all those interested in the relations between the two subjects. (shrink)
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  31.  7
    SHOULD GOD GET TENURE? ESSAYS ON RELIGION AND HIGHER EDUCATION.David W. Gill (ed.) -1997 - Wiiliam B. Eerdmans Publishers.
    During the twentieth century, theological and religious perspectives have been marginalized, if not utterly excluded in many of our colleges and universities. The essays in this book argue in different ways for the critical, appreciative inclusion of theological and religious perspectives in higher education. The contributors believe that even in our secular, religiously disestablished era, religion and God continue to occupy an important and dynamic role in personal and social life. If our colleges and universities are to fulfill their higher (...) aspirations of educating whole persons for the real world in all of its diversity and challenge, we need to go bravely against the flow and “give God tenure.”. (shrink)
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  32.  25
    Intellectual Legacy: Cooperation and Competition.David W. Johnson &Roger T. Johnson -2011 - In Peter T. Coleman,Conflict, Interdependence, and Justice: The Intellectual Legacy of Morton Deutsch. Springer. pp. 41--63.
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  33.  35
    The Decline from Authority: Kierkegaard on Intellectual Sin.David W. Aiken -1993 -International Philosophical Quarterly 33 (1):21-35.
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  34.  15
    Foundations for Dialogue.David W. Chappell -1993 -Buddhist-Christian Studies 13:85-117.
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  35.  10
    Fourth International Buddhist-Christian Conference.David W. Chappell -1993 -Buddhist-Christian Studies 13:119-145.
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  36.  129
    Beyond Moral Judgment.David W. Agler -2011 -The Pluralist 6 (2):103-110.
  37.  113
    What Engineers Can Do but Physicists Can’t.David W. Agler -2012 -Tradition and Discovery 39 (2):22-26.
    This is a comment on Tihamér Margitay’s “From Epistemology to Ontology,” where he criticizes Polanyi’s claim that there is a systematic correspondence between the levels of ontology and the levels of tacit knowing. Margitay contends that Polanyi supports this correspondence by appealing to a “purely ontological argument,” one which concludes that it is impossible to reduce machines to a singular, chemical-physical type, and criticizes this claim by pointing to industrial standards (machines that do reduce to singular physical-chemical type). I respond (...) to Margitay’s claim by distinguishing two different “purely ontological arguments” in Polanyi’s thought (one relying on the multi-realizability of a machine in different physical-chemical types, the other pointing to the inability of a purely physical-chemical ontology to account for the artificial shaping and functioning of machines). With these two arguments clarified, Margitay’s criticism by appealing to industrial standards loses much of its initial force. (shrink)
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  38.  53
    Emergence from Within and Without: Juaerro on Polanyi’s Account of the External Origins of Emergence.David W. Agler -2013 -Tradition and Discovery 40 (3):23-35.
    This paper assesses a recent criticism of Michael Polanyi’s account of the origin of complex entities by Alicia Juarrero. According to Juarrero, Polanyi took higher-level complex entities like machines and organisms to come into existence through the imposition of external, top-down forces. This paper argues that while Polanyi took the emergence of machines to come about in such a way, Polanyi’s reading of 19th and early 20th-Century experimental embryology indicates his position is more sophisticated. Polanyi appears to have thought a (...) synthesis was possible between reductive-mechanical and holistic-vitalistic approaches in embryology and he appears to have relied on this synthesis in his account of the origin of complex organisms. While I argue that this synthesis is unclear, it suggests that Polanyi conceived of the emergence of organisms as the result of internal, complex, and non-deterministic processes. (shrink)
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  39.  21
    ʼn Praktykbenadering tot geloofsvorming vanuit die benadering van Thomas Groome en die Gestaltteorie: ʼn Prakties-teologiese dialoog.Siegfried W. Louw,Rudy A.Denton &Herman B. Grobler -2016 -HTS Theological Studies 72 (3).
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  40.  45
    The Johannine Question: From Fichte to Steiner.David W. Wood -2015 -Southern Cross Review 99.
  41.  43
    Collision: Poverty/Line: Aesthetic and Political Subjects in Santiago Sierra’s “Line” Photographs.David W. Janzen -2015 -Evental Aesthetics 4 (1):63-70.
    FEATURED IN EVENTAL AESTHETICS RETROSPECTIVE 1. LOOKING BACK AT 10 ISSUES OF EVENTAL AESTHETICS. This Collision examines photographs of Santiago Sierra’s “Line” installations, discovering in these works a unique formulation of the tension between the social and formal aspects of contemporary art. Developing the philosophical implications of this formulation, this essay connects divergent trajectories embodied by the work (i.e. trajectories initiated by the material elements of the works, the body and the line) to divergent trajectories in contemporary aesthetic theory (i.e. (...) the trajectory that emphasises the socio-political possibilities of artistic representation versus the trajectory that emphasises a distinction between the formal aspects of art and the political effects of art). Developing the socio-political approach, I draw on recent work by Claire Bishop who, emphasizing the distinction between consensus and antagonism, argues that Sierra’s work enacts a democratic politics more rigorous than that of “relational art.” Developing a specifically aesthetic understanding of Sierra’s installations, I understand the works in relation to the constructivist interrogation of the nature of the line. Drawing in part on the philosophies of Alain Badiou and Jacques Rancière, I suggest that, whereas a social aesthetic tends to limit art to a didactic function, a geometric aesthetic enables a more rigorously materialist experience of the work without reducing the potential political force of the work. (shrink)
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  42.  16
    The Impact of Demoralisation on Decision-making in End-of-life Care.David W. Kissane -2003 -Chisholm Health Ethics Bulletin 8 (3):1.
  43.  37
    Pragmatism and Vagueness: The Venetian Lectures; Edited by Giovanni Tuzet by Claudine Tiercelin.David W. Agler -2020 -Transactions of the Charles S. Peirce Society 55 (4):458-463.
    Take a hypothetical sequence of human beings ordered by height from tallest to shortest. Make sure there is no more than a difference of a millimeter between each person and make sure the tallest person is clearly tall and the shortest person is clearly not tall. Now consider the following argument: P1 A person of height n is tall ; P2 For any height n, if n is tall, then n–1mm is tall ; C Therefore, a person of height n (...) = 1mm is tall. P1 and P2 are intuitively true, C is intuitively false, yet the argument is deductively valid (the conclusion follows... (shrink)
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  44.  51
    In and Out of the Black Box: On the Philosophy of Cognition.David W. Hamlyn -1990 - Cambridge: Blackwell.
  45.  13
    Epistemologies of rape and revelation.David W. Bade -2021 - [Hong Kong]: The International Association for the Integrational Study of Language and Communication. Edited by Adrian Pablé.
  46.  10
    A Curriculum Journey of a “Good Canadian”.David W. Blades -2011 - In Rahat Naqvi & Hans Smits,Thinking about and enacting curriculum in "frames of war". Lanham: Lexington Books. pp. 21.
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  47.  7
    Concepto «equívoco» de naturaleza en san Agustín.David W. Hiscoe &José Oroz -1985 -Augustinus 30 (119-120):295-314.
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  48.  39
    Untangling the Loyalty Debate.David W. Hart &Jeffery A. Thompson -2006 -Proceedings of the International Association for Business and Society 17:9-14.
    Loyalty, whether moral duty or dangerous attachment, is a cognitive phenomenon — an attitude that resides in the mind of the individual. In this article, weconsider loyalty from a psychological contract perspective – that is, as an individual-level construction of perceived reciprocal obligations. Viewing loyalty in this way helps clarify definitional inconsistencies, provides a finer-grained analysis of the concept, and sheds additional light on the ethical implications of loyalty in organizations. We present a threetiered framework for conceptualizing loyalty which also (...) helps explain apparently intractable paradoxes of loyalty. (shrink)
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  49.  14
    Conflict and Harmony.David W. Chappell -1995 -Buddhist-Christian Studies 15:89-136.
  50. A concordance to the essays of Francis Bacon.David W. Davies -1973 - Detroit,: Gale Research Co.. Edited by Elizabeth S. Wrigley & Francis Bacon.
     
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