John Bowring and Unitarianism*: R. K. Webb.R. K. Webb -1992 -Utilitas 4 (1):43-79.detailsFor those to whom John Bowring's name means anything, the most likely association with it is the complex and question-begging term ‘Benthamite’. Contemporaries certainly used the term, particularly when they wanted to suggest that his actions were narrowly ideological or theoretical. But to some of Bowring's contemporaries another association served hostile intent almost as well: his Unitarianism.
R. K. Merton's concepts of function and functionalism.Hugh R. K. Lehman -1966 -Inquiry: An Interdisciplinary Journal of Philosophy 9 (1-4):274 – 283.detailsIn this paper an attempt is made to provide an analysis of the meaning of the term function and related terms as they are used by R. K. Merton in the first chapter of his book Social Theory and Social Structure. Several problems are suggested which must be solved if statements about functions are to be considered scientifically adequate. Secondly the term functionalism is defined and several of Merton's functionalist explanations of social phenomena are stated and criticized.
Education, love of one's subject, and the love of truth.R. K. Elliott -1974 -Journal of Philosophy of Education 8 (1):135–153.detailsR K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
Versions of creativity.R. K. Elliott -1971 -Journal of Philosophy of Education 5 (2):139–152.detailsR K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
The concept of development: A reply to professor Hamlyn.R. K. Elliott -1975 -Journal of Philosophy of Education 9 (1):40–48.detailsR K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
VIII—Aesthetic Theory and the Experience of Art.R. K. Elliott -1967 -Proceedings of the Aristotelian Society 67 (1):111-126.detailsR. K. Elliott; VIII—Aesthetic Theory and the Experience of Art, Proceedings of the Aristotelian Society, Volume 67, Issue 1, 1 June 1967, Pages 111–126, https:/.
Aestheticism, imagination and schooling: A reply to Ruby Meager.R. K. Elliott -1981 -Journal of Philosophy of Education 15 (1):33–42.detailsR K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.
D. W. Hamlyn on knowledge and the beginnings of understanding.R. K. Elliott -1980 -Journal of Philosophy of Education 14 (1):109–116.detailsR K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.
Education and justification.R. K. Elliott -1977 -Journal of Philosophy of Education 11 (1):7–27.detailsR K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.
Beyond the IRB: Examining common but rarely explored ethical issues in psychosocial research.R. K. Matsuyama,L. J. Lyckholm,M. E. Lowe &M. B. Edmond -2007 -Monash Bioethics Review 26 (3):S49-S59.detailsThis article discusses common ethical and practical considerations in psychosocial and behavioral research in healthcare. Issues such as appropriate objectives and intent, risk-benefit ratios, research design, and human subject protection are explored. The burden of ethical research design and implementation is placed on the investigator, rather than relying solely on institutional review boards to judge individual projects. The benefit of acquisition of knowledge must be balanced against the burdens of the research on society in general and human subjects specifically. Scientific (...) replication of research is encouraged, unnecessary duplication defined and discouraged, and benefits of true collaboration outlined. Investigators are advised to consider the context, intent, purpose, implementation, and use of information when developing research. The concept of “researcher myopia” is defined as a common stumbling block. It is suggested that academic researchers also look to other disciplines, such as industry, for examples of research that is concise, cost-effective, and reliable. (shrink)
Urmson on Russell's Incomplete Symbols.R. K. Perkins -1972 -Analysis 32 (6):200 - 203.detailsJ. o. urmson's contention that russell held that 'to show that 'x' is an incomplete symbol is tantamount to showing that there are no x's' is shown to rest partly upon a misreading of "principia", pp. 71-72, where russell reveals what he means by a 'definite proof' that a symbol is incomplete, and partly upon a misunderstanding of russell's use of the expression 'logical fiction'.
Aesthetics, Imagination and the Unity of Experience.R. K. Elliott &Paul Crowther -2006 - Routledge.detailsR.K. Elliott's essays on aesthetics put forward a number of common themes that together constitute a unified approach to aesthetics. Throughout his writing, Elliott combines analytic rigour with sympathy for ideas in continental philosophy. This book, the first to gather together Elliott's key essays, powerfully illuminates the unifying role of imagination and the aesthetic in human experience.
Objectivity and education.R. K. Elliott -1982 -Journal of Philosophy of Education 16 (1):49–62.detailsR K Elliott; Objectivity and Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 49–62, https://doi.org/10.1111/j.1467-9752.19.
Diodorus Siculus and Fighting in Relays.R. K. Sinclair -1966 -Classical Quarterly 16 (02):249-.detailsIt has been customary to believe that apart from selection and abridgement Diodorus Siculus made little contribution to his Scholars have admitted the contribution of Diodorus himself when he refers to his native town Agyrium with some pride and to Sicily in general and when he occasionally records details of his own life. Beyond statements of this character, however, the tendency has been to assume that the origin of any particular statement is to be sought in the single source which (...) Diodorus was currently using, or, as others would argue, in the major source supplemented by a subsidiary source, or, as Tarn would postulate for 17, the medley of sources used by the Sicilian historian. An examination of the attribution of one item in 17 may throw some light on Diodorus as an historian. (shrink)