Results for 'Martin S. Laird'
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- Cassian's Conferences Nine and Ten.Martin S.Laird -1995 -Recherches de Theologie Et Philosophie Medievales 62:145-156.The Conferences of John Cassian constitute one of the more noteworthy contributions to early monastic literature. While it reveals decidedly Eastern influences, particularly Evagrius, it is a western contribution completed by the early decades of the fifth century. Among these recollections of what the Eastern fathers taught about the monastic life, Conferences Nine and Ten figure among the most important.4For in these two Conferences Cassian gives both his teaching on the nature and mystery of contemplative prayer and the method or (...) practice by which the monk is disposed unceasingly to this grace; moreover, it is also where one finds Cassian's commentary on the Our Father. This is a very interesting coincidence: the former is characterized by silence, the later by words. The question as to the possible relationship between the two suggests itself for further consideration. (shrink)No categories
- Imperative programs as proofs via game semantics.Martin Churchill,JimLaird &Guy McCusker -2013 -Annals of Pure and Applied Logic 164 (11):1038-1078.Game semantics extends the Curry–Howard isomorphism to a three-way correspondence: proofs, programs, strategies. But the universe of strategies goes beyond intuitionistic logics and lambda calculus, to capture stateful programs. In this paper we describe a logical counterpart to this extension, in which proofs denote such strategies. The system is expressive: it contains all of the connectives of Intuitionistic Linear Logic, and first-order quantification. Use of Lairdʼs sequoid operator allows proofs with imperative behaviour to be expressed. Thus, we can embed first-order (...) Intuitionistic Linear Logic into this system, Polarized Linear Logic, and an imperative total programming language.The proof system has a tight connection with a simple game model, where games are forests of plays. Formulas are modelled as games, and proofs as history-sensitive winning strategies. We provide a strong full completeness result with respect to this model: each finitary strategy is the denotation of a unique analytic proof. Infinite strategies correspond to analytic proofs that are infinitely deep. Thus, we can normalise proofs, via the semantics. (shrink)
- Under Solomon's Tutelage: The Education of Desire in the Homilies on the Song of Songs.MartinLaird -2002 -Modern Theology 18 (4):507-525.
- Musical Hunger: A Philosophical Testimonial of Miseducation.SusanLaird -2009 -Philosophy of Music Education Review 17 (1):4-21.Reflecting upon Simone Weil’s conception of beauty as food, this essay proposes musical hunger as a metaphoric way of understanding a particular species of “cultural miseducation” as conceived by Jane RolandMartin, that disadvantages children musically and perhaps therefore also spiritually. It examines such musical miseducation with regard to an ethical conception of educational achievement as children’s growing capacities and responsibility for learning to love, survive, and thrive despite their troubles, especially their mothers’ absence, before narrating at length an (...) educational autobiography of musical hunger and posing questions about formal and informal secular educative possibilities for musical nourishment. (shrink)
- Learning to Pray without words: The Influence ofMartinLaird's A Sunlit Absence: Silence, Awareness, and Contemplation.Richard Peace -2017 -Journal of Spiritual Formation and Soul Care 10 (2):345-350.No categories
- Simplicity’s Deficiency: Al-Ghazali’s Defense of the Divine Attributes and Contemporary Trinitarian Metaphysics.NicholasMartin -2017 -Topoi 36 (4):665-673.I reconstruct and analyze al-Ghazali’s arguments defending a plurality of real divine attributes in The Incoherence of the Philosophers. I show that one of these arguments can be made to engage with and defend Jeffrey E. Brower and Michael C. Rea’s “Numerical Sameness Without Identity” model of the Trinity. To that end, I provide some background on the metaphysical commitments at play in al-Ghazali’s arguments.
- The wars of Torah: the sublimation of violence in rabbinic piety.Martin S. Jaffee -2006 - Eugene, Or.: University of Oregon Humanities Center.
- A preliminary analysis of the Soar architecture as a basis for general intelligence.Paul S. Rosenbloom,John E.Laird,Allen Newell &Robert McCarl -1991 -Artificial Intelligence 47 (1-3):289-325.
- Hegemony or Socialism?S.Martin -forthcoming -Radical Philosophy.Export citation
Bookmark - Privacy on the Line: The Politics of Wiretapping and Encryption.S.Martin -1999 -Knowledge, Technology & Policy 12 (2):79-80.Export citation Bookmark
- Doing One’s Reasonable Best: What Moral Responsibility Requires.Martin Montminy -2016 -Journal of the American Philosophical Association 2 (1):55--73.
- Advance Directives: Self-Determination, Physician's Responsibility, Value of Life.S. Hans-Martin -2000 -Analecta Husserliana 64:239-254.Export citation Bookmark
- The philosophy of J. L. Austin.Martin Gustafsson &Richard Sørli (eds.) -2011 - Oxford ; New York: Oxford University Press.These new essays on J. L. Austin's philosophy constitute the first major study of his thought in decades.
- Cabanis. Enlightenment and medical philosophy in the french Revolution.Martin S. Staum -1983 -Revue de Métaphysique et de Morale 88 (4):562-563.No categories
- Imagery and the arts.Martin S. Lindauer -1983 - In Anees A. Sheikh,Imagery: Current Theory, Research, and Application. Wiley. pp. 468--506.Export citation Bookmark
- Cabanis: Enlightenment and Medical Philosophy in the French Revolution.Martin S. Staum -2014 - Princeton University Press.A physician and spokesman for the French Ideologues, Pierre-JeanGeorges Cabanis (1757-1808) stands at the crossroads of several influential developments in modern culture--Enlightenment optimism about human perfectibility, the clinical method in medicine, and the formation and adaptation of liberal social ideals in the French Revolution. This first major study of Cabanis in English traces the influences of these developments on his thought and career. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously (...) out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)
- Response to SusanLaird, “Musical Hunger: A Philosophical Testimonial of Miseducation.”.Estelle R. Jorgensen -2009 -Philosophy of Music Education Review 17 (1):75-80.In lieu of an abstract, here is a brief excerpt of the content:A Response to SusanLaird, “Musical Hunger: A Philosophical Testimonial of Miseducation”Estelle R. JorgensenSusanLaird’s lament of her “musical under-education,” her youthful lack of opportunity for the sorts of experiences for which she hungered and its life-long after-effects, and her invocation of hunger as a metaphor for music education raise compelling questions. In a feminized field such as music, particularly piano playing, her hunger is particularly poignant. (...) Also, the notion of “musical taste” takes on new meaning, and the musical, educational, and ethical questions this metaphor evokes reveal its richness as a means of thinking about music education. This metaphor joins others such as Barbara Thayer Bacon’s metaphor of the quilt, Jane RolandMartin’s metaphor of the home, Iris Yob’s metaphor of pilgrimage, Elizabeth Gould’s metaphor of the nomad, Virginia Richardson’s metaphor of the steward, and Randall Allsup’s metaphor of the garage band, each of which illumines music education differently.1 Without one, we miss important insights into the thought and practice of music education; when taken together, they offer a richer view than were we to see music education in terms of one alone. [End Page 75]Although metaphor evokes imaginative thought and practice in music education, it is also limited. As Nelson Goodman aptly puts it, metaphor is a “matter of teaching an old word new tricks” and an “expedition abroad in which associations with one realm are applied in another.”2 Its power lies in its evocative and imaginative quality as it startles and surprises, challenges familiar ways of thinking and doing, and opens new possibilities for how we might think, act, and be differently. AlthoughLaird would not want to literalize musical hunger or equate it with physical hunger—physical and spiritual realms intersect but they are not equivalent—it is possible to freeze a metaphor or literalize the vitality out of it. Testing it systematically, we enter the ground between metaphor and model, or what Iris Yob thinks of as the metaphorical model.3 While metaphor may prompt an intellectual journey, it cannot take us the entire way. In its particularistic and imaginative appeal, it opens reflection though it cannot suffice. A metaphor may also have a dark side. For example, envisaging the teacher’s role as salvific in providing bread for the hungry or preventing gluttony or food addictions may foster a paternalistic view that substitutes the teacher’s view of a student’s long term interests for the student’s directly-known and immediately perceived needs and interests, thereby subvertingLaird’s expressed interest in the student’s desires. The educational “sin” of addiction may also be “redeemed” in Schefflerian fashion by pointing to important contributions of musicians who were doubtless excessive in their musical engagements.4 These possibilities suggest that we shall need to examine critically the metaphor and what it means for music education and move beyond the metaphor to its related models of music education.One of the interesting questions thatLaird’s metaphor of hunger raises is the possibility of spiritual hunger, especially in a pervasively materialistic world. Matters related to spirituality have been addressed variously by writers in music education, whether it be the “healing” and ecologically-oriented approach of June Boyce-Tillman, the evolutionary and anthropologically grounded holistic approach of Anthony Palmer, the ethically-based approach of David Carr, the introspective and politically-charged writing of Cathy Benedict and Randall Allsup, the feminist perspectives of Elizabeth Gould, Charlene Morton, Roberta Lamb, and Deanne Bogdan, or the religiously grounded work of Iris Yob.5 Notions of spiritual hunger might be seen differently within the various lenses that these writers bring to music education but they all underscore the importance of knowing that goes beyond the literal, utilitarian, generalizable, and vocational to address the life of mind and body that Susanne Langer terms “feeling” and with which the arts, myths, rituals, and religions have to do.6 As such, they rebuke general education that is limited to reading, writing, and arithmetic, and driven by tests, standards, and mandates that often give short shrift to matters of human spirituality. Still, as the recent unanimous resolution in favor of... (shrink)
- Poetry and the Machine.Martin S. Dworkin -1951 -Pacific Philosophical Quarterly 32 (3):270.No categoriesExport citation Bookmark
- Accounting for Graded Performance within a Discrete Search Framework.Craig S. Miller &John E.Laird -1996 -Cognitive Science 20 (4):499-537.This article presents a process account of some typicality effects and related similarity-dependent accuracy and response time phenomena that arise in the context of supervised concept acquisition. We describe Symbolic Concept Acquisition (SCA), a computational system that acquires and activates category prediction rules. In contrast to gradient representations, SCA performs by probing for prediction rules in a series of discrete steps. For learning new rules, it acquires general rules but then incrementally learns more specific ones. In describing SCA, we emphasize (...) its functionality in terms of accuracy and efficiency and motivate its design within the set of symbolic mechanisms and memory structures defined by the Soar architecture (Laird, Newell & Rosenbloom, 1987). For replicating human behavior, we first show how SCA exhibits some typicality effects in the course of learning responding faster and more accurately to more typical test examples. Then, using data from human experiments, we evaluate SCA's qualitative predictions on accuracy and response time on individual dataset instances. We show how SCA's predictions correlate with human data across three experimental conditions concerning the effect of instruction on learning strategy. (shrink)No categories
- Recovering religion's prophetic voice for business ethics.Martin S. J. Calkins -2000 -Journal of Business Ethics 23 (4):339 - 352.This article surveys western business ethics' recent history to show how this ethic has neglected recently its religious traditions and become construed more narrowly as an applied philosophy and social science. It argues that this narrowness has confused business ethics' role in business education and helped to weaken the distinctiveness of certain institutions of higher education. It then suggests ways that western business ethics might become more integrated, interesting, and autonomous as an academic discipline by incorporating its key religious traditions.
- On Unified Theories of Cognition: a response to the reviews.Paul S. Rosenbloom &John E.Laird -1993 -Artificial Intelligence 59 (1-2):389-413.
- Thomas Edison's Tuberculosis Films: Mass Media and Health Propaganda.Martin S. Pernick -1978 -Hastings Center Report 8 (3):21-27.
- The anatomy of loving: the story of man's quest to know what love is.Martin S. Bergmann -1987 - New York: Columbia University Press.A psychoanalyst looks at the portrayal of love in poems from Homer to Shakespeare, discusses Freud's writings on love, and examines the relationship between narcissism and love.
- Commentary: Misguided Effort with Elusive Implications, and Sifting Signal from Noise with Replication Science.Martin S. Hagger &Nikos L. D. Chatzisarantis -2016 -Frontiers in Psychology 7.
- (1 other version)Interpersonal style should be included in taxonomies of behavior change techniques.Martin S. Hagger &Sarah J. Hardcastle -2014 -Frontiers in Psychology 5.
- The effects of the physiognomic stimuli taketa and maluma on the meanings of neutral stimuli.Martin S. Lindauer -1990 -Bulletin of the Psychonomic Society 28 (2):151-154.In physiognomy, sensory, perceptual, and affective connotations are suggested by an object. For example, a mountain, in addition to being literally big, may also seem “quiet, looming, and threatening.” The capacity of physiognomically endowed but meaningless stimuli (like taketa and maluma) to transfer these meanings to similarly unfamiliar but neutral stimuli was examined on 15 perceptual, affective, and sensory rating scales (N = 118). The meanings of the two neutral stimuli were influenced in 26 instances (vs. 8 cases in which (...) the neutral stimuli followed one other); most changes were affective and sensory rather than perceptual; and the shifts in meanings were noncongruent—taketa’s “aggressiveness,” for example, led to a “peaceful” rating of the two neutral shapes. The implications of these findings are discussed. (shrink)
- On Nomological Validity and Auxiliary Assumptions: The Importance of Simultaneously Testing Effects in Social Cognitive Theories Applied to Health Behavior and Some Guidelines.Martin S. Hagger,Daniel F. Gucciardi &Nikos L. D. Chatzisarantis -2017 -Frontiers in Psychology 8.
- Brightness differences and the perception of figure-ground.Martin S. Lindauer &Judith G. Lindauer -1970 -Journal of Experimental Psychology 84 (2):291.
- Expectation and satiation accounts of ambiguous figure-ground perception.Martin S. Lindauer -1989 -Bulletin of the Psychonomic Society 27 (3):227-230.
- Seeing and touching aesthetic objects: II. Descriptions.Martin S. Lindauer -1986 -Bulletin of the Psychonomic Society 24 (2):125-126.
- (1 other version)Should students have to borrow?ChristopherMartin -2016 -Impact 2016 (23):1-37.Since autumn 2012, higher education institutions in England have been able to charge undergraduate students up to £9,000 a year in tuition fees. Full-time students are expected to take out loans large enough to cover their tuition fees and living costs for the duration of their studies. They must start repaying these loans if and when their earnings reach £21,000 a year. In this bold and timely pamphlet, ChristopherMartin argues that forcing students to borrow is a serious mistake. (...) He contends that higher education is a welfare good on a par with basic schooling and health care. To flourish in liberal democratic societies, citizens must be personally autonomous, and the educational demands of personal autonomy are too heavy to be met by compulsory schooling alone. To lead autonomous lives, adult citizens need ongoing educational support, support that the liberal democratic state has an obligation to provide. Higher education should therefore be a universal entitlement and free at the point of use. The global debate about who should pay for higher education is by no means settled. As England shifted the financial burden from taxpayers to students, Germany moved in the opposite direction: all German universities have offered free tuition since 2014. ChristopherMartin's distinctive contribution to the debate is to lay out a principled argument, based on a plausible assessment of the purpose of higher education, for the view that students should not have to pay for their education. His argument is controversial, to be sure, but it represents a serious and considered attempt to set the question of higher education funding on sure normative foundations. (shrink)
- (1 other version)Ortega y Gasset: Praeceptor Hispaniae.Martin S. Dworkin -1972 -The Journal of Aesthetic Education 6 (4):43.
- Xinatguazil (Genalguacil, Serrania de Ronda, Malaga): Linguistic continuity in Moorish populations and Arabic toponymy.S. PenaMartin &M. VegaMartin -2003 -Al-Qantara 24 (1):203-207.No categoriesExport citation Bookmark
- The Calculus of Suffering in Nineteenth‐Century Surgery.Martin S. Pernick -1983 -Hastings Center Report 13 (2):26-36.
- Aesthetics and Education.Martin S. Dworkin -1968 -The Journal of Aesthetic Education 2 (1):21.
- Fiction and Teaching.Martin S. Dworkin -1966 -The Journal of Aesthetic Education 1 (2):71.
- Seeing for Ourselves: Notes on the Movie Art and Industry, Critics, and Audiences.Martin S. Dworkin -1969 -The Journal of Aesthetic Education 3 (3):45.
- Toward an Image Curriculum: Some Questions and Cautions.Martin S. Dworkin -1970 -The Journal of Aesthetic Education 4 (2):129.
- The Graffiti of Pompeii.Martin S. Smith -1981 -The Classical Review 31 (01):52-.
- Appendix A.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 371-372.No categories
- Appendix D. “Cabanis” Manuscripts of the Museum National D'Histoire Naturelle.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 377-380.No categories
- Bibliography.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 383-418.No categories
- Contents.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press.
- CHAPTER IX. Approaches to Psychophysiology.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 244-265.
- CHAPTER IV. Methodical Medicine in the Service of Humanity.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 94-121.No categories
- CHAPTER I. The Late Enlightenment: Chain of Being, Chain of Truths.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 20-48.No categories
- CHAPTER V. The Natural and Artificial in Society.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 122-146.
- CHAPTER VI. The Perils of Revolution and the Rational Organization of Medical Experience.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 147-165.No categories
- CHAPTER X. In the Public Arena: Healing, Schooling, Governing.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 266-297.No categories
- CHAPTER XI. The Metaphysical Twilight.Martin S. Staum -2014 - InCabanis: Enlightenment and Medical Philosophy in the French Revolution. Princeton University Press. pp. 298-314.No categories
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
David Chalmers
James Chase
Rafael De Clercq
Ezio Di Nucci
Esa Diaz-Leon
Barry Hallen
Hans Halvorson
Jonathan Ichikawa
Monte Johnson
Michelle Kosch
Øystein Linnebo
Paul Livingston
Brandon Look
Manolo Martínez
Matthew McGrath
Michiru Nagatsu
Susana Nuccetelli
Giuseppe Primiero
Jack Alan Reynolds
Darrell P. Rowbottom
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