Results for 'Dai Peters'

964 found
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  1.  48
    Rural income generation through improving crop-based pig production systems in Vietnam: Diagnostics, interventions, and dissemination. [REVIEW]Dai Peters, Nguyen Thi Tinh, Mai Thach Hoan, Nguyen The Yen, Pham Ngoc Thach & Keith Fuglie - 2005 - Agriculture and Human Values 22 (1):73-85.
    Sweetpotato-pig production is an important system that generates income, utilizes unmarketable crops, and provides manure for soil fertility maintenance. This system is widely practiced from Asia to Africa, with many local variations. Within this system, pigs are generally fed a low nutrient-dense diet, yielding low growth rates and low economic efficiency. Our project in Vietnam went through a process of situation analysis, participatory technology development (PTD), and scaling up over a seven-year period to improve sweetpotato-pig production and to disseminate developed (...)
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  2.  24
    Comparative genetic architectures of schizophrenia in East Asian and European populations.Max Lam, Chia-Yen Chen, Zhiqiang Li, Alicia R. Martin, Julien Bryois, Xixian Ma, Helena Gaspar, Masashi Ikeda, Beben Benyamin, Brielin C. Brown, Ruize Liu, Wei Zhou, Lili Guan, Yoichiro Kamatani, Sung-Wan Kim, Michiaki Kubo, Agung Kusumawardhani, Chih-Min Liu, Hong Ma, Sathish Periyasamy, Atsushi Takahashi, Zhida Xu, Hao Yu, Feng Zhu, Wei J. Chen, Stephen Faraone, Stephen J. Glatt, Lin He, Steven E. Hyman, Hai-Gwo Hwu, Steven A. McCarroll, Benjamin M. Neale, Pamela Sklar, Dieter B. Wildenauer, Xin Yu, Dai Zhang, Bryan J. Mowry, Jimmy Lee, Peter Holmans, Shuhua Xu, Patrick F. Sullivan, Stephan Ripke, Michael C. O’Donovan, Mark J. Daly, Shengying Qin, Pak Sham, Nakao Iwata, Kyung S. Hong, Sibylle G. Schwab, Weihua Yue, Ming Tsuang, Jianjun Liu, Xiancang Ma, René S. Kahn, Yongyong Shi & Hailiang Huang - 2019 - Nature Genetics 51 (12):1670-1678.
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  3.  20
    Natural inclinations and the Good. Parallel readings of Aristotle's' Politica'by Thomas Aquinas and Peter of Auvergne.A. Vendemiati - 1997 - Rivista di Filosofia Neo-Scolastica 89 (2-3):299-316.
    Possediamo un testo parallelo delle prime sei lezioni sul terzo libro, in cui possiamo mettere a con-fronto la dottrina di Pietro con quella di s. Tommaso. Il confronto proposto verte sul tema delle inclinazioni naturali e, segnatamente, sul loro rapporto con il bene e con il diritto naturale. Si presentano in sinossi su tre colonne il testo di Aristotele (nella traduzione latina di Guglielmo di Moerbeke utilizzata dai due commentatori), il commento di s. Tommaso ed il commento di Pietro d’Alvernia. (...)
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  4. Dai Zhen ji.Zhen Dai - 1980
     
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  5. Xian dai xing yu Zhongguo zong jiao =.Liyong Dai - 2008 - Beijing: Zhongguo she hui ke xue chu ban she. Edited by Liyong Dai.
     
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  6.  22
    Education, philosophy and politics: the selected works of Michael A. Peters.Michael Peters - 2012 - New York: Routlede.
    Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
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  7. Quantifiers in Language and Logic.Stanley Peters & Dag Westerståhl - 2006 - Oxford, England: Clarendon Press.
    Quantification is a topic which brings together linguistics, logic, and philosophy. Quantifiers are the essential tools with which, in language or logic, we refer to quantity of things or amount of stuff. In English they include such expressions as no, some, all, both, many. Peters and Westerstahl present the definitive interdisciplinary exploration of how they work - their syntax, semantics, and inferential role.
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  8.  58
    Philosophy of education in a new key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm Reviewer), Peter Roberts Reviewer) & Andrew Gibbons Reviewer) - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  9.  34
    Per una Lettura Analitica dell'Ontologia di Martin Heidegger (1927-1930): i Modi dell'Essere.Luca Banfi - 2018 - Rivista Teologica di Lugano 23 (1):155-173.
    A partire dalla celebre disputa tra Martin Heidegger e Rudolf Carnap, avvenuta nella prima metà del secolo scorso, circa la significatività della metafisica, la filosofia ha iniziato a indirizzarsi verso due canali differenti e per lo più paralleli, quelli della filosofia analitica e della filosofia continentale. Nonostante attualmente si ricorra spesso a questa distinzione in maniera dogmatica, il presente articolo mira a definire i contorni di un recentissimo dibattito tra alcuni filosofi contemporanei di stampo analitico in merito alla ricezione e (...)
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  10.  12
    Zuo ri zhi dao: Dai Jinhua dian ying wen zhang zi xuan ji.Jinhua Dai - 2015 - Beijing Shi: Beijing da xue chu ban she.
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  11.  80
    James D. Marshall: Philosopher of education interview with Michael A. Peters.Michael A. Peters - 2005 - Educational Philosophy and Theory 37 (3):291–297.
  12.  18
    La diversità del vivente prima e dopo la biodiversità.Patrick Blandin - 2015 - Rivista di Estetica 59:63-92.
    La spettacolare invasione della parola “biodiversità” nelle sfere scientifiche e politiche così come nei media ha suggerito la possibile nascita di un nuovo campo d’indagine scientifica. Tuttavia, la diversità del mondo vivente è stata l’oggetto di studio della storia naturale sin dai primordi. Gli ecologi non hanno aspettato la pubblicazione di “Biodiversity” di Wilson e Peter, nel 1988, per prendere in esame la diversità delle specie all’interno degli ecosistemi e per occuparsi di questioni fondamentali come i processi di diversificazione e (...)
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  13. What Is the Function of Confirmation Bias?Uwe Peters - 2022 - Erkenntnis 87 (3):1351-1376.
    Confirmation bias is one of the most widely discussed epistemically problematic cognitions, challenging reliable belief formation and the correction of inaccurate views. Given its problematic nature, it remains unclear why the bias evolved and is still with us today. To offer an explanation, several philosophers and scientists have argued that the bias is in fact adaptive. I critically discuss three recent proposals of this kind before developing a novel alternative, what I call the ‘reality-matching account’. According to the account, confirmation (...)
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  14. Education, values, and mind: essays for R.S. Peters.Richard Stanley Peters & David Edward Cooper (eds.) - 1986 - Boston: Routledge and Kegan Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  15.  12
    Recht als kritische discussie: een selectie uit het werk van A.A.G. Peters.A. A. G. Peters - 1993 - Arnhem: Gouda Quint.
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  16.  21
    Psychology and ethical development: a collection of articles on psychological theories, ethical development and human understanding.Richard Stanley Peters - 1974 - London: Allen & Unwin.
    First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order (...)
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  17.  45
    Speaking Into the Air: A History of the Idea of Communication.John Durham Peters - 1999 - University of Chicago Press.
    Communication plays a vital and unique role in society-often blamed for problems when it breaks down and at the same time heralded as a panacea for human relations. A sweeping history of communication, _Speaking Into the Air_ illuminates our expectations of communication as both historically specific and a fundamental knot in Western thought. "This is a most interesting and thought-provoking book.... Peters maintains that communication is ultimately unthinkable apart from the task of establishing a kingdom in which people can (...)
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  18. Cultural Bias in Explainable AI Research.Uwe Peters & Mary Carman - forthcoming - Journal of Artificial Intelligence Research.
    For synergistic interactions between humans and artificial intelligence (AI) systems, AI outputs often need to be explainable to people. Explainable AI (XAI) systems are commonly tested in human user studies. However, whether XAI researchers consider potential cultural differences in human explanatory needs remains unexplored. We highlight psychological research that found significant differences in human explanations between many people from Western, commonly individualist countries and people from non-Western, often collectivist countries. We argue that XAI research currently overlooks these variations and that (...)
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  19.  26
    Playing God?: Genetic Determinism and Human Freedom.Ted Peters - 1997 - Psychology Press.
    In this book, Ted Peters explores the fallacies of the "gene myth" and presents a resounding array of arguments against this kind of all-encompassing genetic determinism. On the scientific side, he correctly points out that genetic influences on behavior are in most instances relatively modest. Does anyone deny that identical twins are still able to practice individual free will? After dispatching some of the sweepingly deterministic conclusions of the "science" of evolutionary psychology with a particularly effective set of rebuttals, (...)
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  20. Peer-review practices of psychological journals: The fate of published articles, submitted again.Douglas P. Peters & Stephen J. Ceci - 1982 - Behavioral and Brain Sciences 5 (2):187-255.
    A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables.The present investigation was an attempt to study the peer-review process directly, in the natural setting of actual journal referee evaluations of submitted manuscripts. As test materials we selected 12 already published (...)
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  21. Science Communication and the Problematic Impact of Descriptive Norms.Uwe Peters - 2023 - British Journal for the Philosophy of Science 74 (3):713-738.
    When scientists or science reporters communicate research results to the public, this often involves ethical and epistemic risks. One such risk arises when scientific claims cause cognitive or behavioural changes in the audience that contribute to the self-fulfilment of these claims. I argue that the ethical and epistemic problems that such self-fulfilment effects may pose are much broader and more common than hitherto appreciated. Moreover, these problems are often due to a specific psychological phenomenon that has been neglected in the (...)
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  22. AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses.Michael A. Peters, Liz Jackson, Marianna Papastephanou, Petar Jandrić, George Lazaroiu, Colin W. Evers, Bill Cope, Mary Kalantzis, Daniel Araya, Marek Tesar, Carl Mika, Lei Chen, Chengbing Wang, Sean Sturm, Sharon Rider & Steve Fuller - 2024 - Educational Philosophy and Theory 56 (9):828-862.
    1. Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (genera...
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  23.  56
    Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project.Tina Besley, Liz Jackson, Michael A. Peters, Nesta Devine, Cris Mayo, Georgina Tuari Stewart, E. Jayne White, Barbara Stengel, Gina A. Opiniano, Sean Sturm, Catherine Legg, Marek Tesar & Sonja Arndt - 2023 - Educational Philosophy and Theory 55 (3):272-284.
  24. Algorithmic Political Bias in Artificial Intelligence Systems.Uwe Peters - 2022 - Philosophy and Technology 35 (2):1-23.
    Some artificial intelligence systems can display algorithmic bias, i.e. they may produce outputs that unfairly discriminate against people based on their social identity. Much research on this topic focuses on algorithmic bias that disadvantages people based on their gender or racial identity. The related ethical problems are significant and well known. Algorithmic bias against other aspects of people’s social identity, for instance, their political orientation, remains largely unexplored. This paper argues that algorithmic bias against people’s political orientation can arise in (...)
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  25.  10
    Zhongguo chuan tong jia zhi guan nian de ji ben jie gou yu dang dai jian gou.Maotang Dai - 2016 - Ha'erbin Shi: Heilongjiang jiao yu chu ban she.
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  26.  16
    Zai ru lai fo zhang zhong: Zhang Dongsun he ta de shi dai.Qing Dai - 2009 - Xianggang: Xianggang Zhong wen da xue chu ban she.
  27. Josei kyōikusha no sendatsu, Jōdai Tano bunshū.Tano Jōdai - 1984 - Tōkyō: Jōdai Tano Bunshū Henshū Iinkai.
     
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  28. The philosophy of education.Richard Stanley Peters - 1973 - [London]: Oxford University Press.
    These twelve articles consider central issues in the philosophy of education, particularly the concept of education, the content of education, teaching and learning, and justification of education. Contributors include John Woods, W.H. Dray, I. Scheffler, P.H. Hirst, P. Herbst, Mary Warnock, R. Pring, D.W. Hamlyn, and Mrs. P.A. White.
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  29. Ideological diversity, hostility, and discrimination in philosophy.Uwe Peters, Nathan Honeycutt, Andreas De Block & Lee Jussim - 2020 - Philosophical Psychology 33 (4):511-548.
    Members of the field of philosophy have, just as other people, political convictions or, as psychologists call them, ideologies. How are different ideologies distributed and perceived in the field? Using the familiar distinction between the political left and right, we surveyed an international sample of 794 subjects in philosophy. We found that survey participants clearly leaned left (75%), while right-leaning individuals (14%) and moderates (11%) were underrepresented. Moreover, and strikingly, across the political spectrum, from very left-leaning individuals and moderates to (...)
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  30. Science Based on Artificial Intelligence Need not Pose a Social Epistemological Problem.Uwe Peters - 2024 - Social Epistemology Review and Reply Collective 13 (1).
    It has been argued that our currently most satisfactory social epistemology of science can’t account for science that is based on artificial intelligence (AI) because this social epistemology requires trust between scientists that can take full responsibility for the research tools they use, and scientists can’t take full responsibility for the AI tools they use since these systems are epistemically opaque. I think this argument overlooks that much AI-based science can be done without opaque models, and that agents can take (...)
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  31. (1 other version)The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  32. Education and the Educated Man.R. S. Peters - 1970 - Journal of Philosophy of Education 4 (1):5-20.
    R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.
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  33. Illegitimate Values, Confirmation Bias, and Mandevillian Cognition in Science.Uwe Peters - 2021 - British Journal for the Philosophy of Science 72 (4):1061-1081.
    In the philosophy of science, it is a common proposal that values are illegitimate in science and should be counteracted whenever they drive inquiry to the confirmation of predetermined conclusions. Drawing on recent cognitive scientific research on human reasoning and confirmation bias, I argue that this view should be rejected. Advocates of it have overlooked that values that drive inquiry to the confirmation of predetermined conclusions can contribute to the reliability of scientific inquiry at the group level even when they (...)
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  34. Explainable AI lacks regulative reasons: why AI and human decision‑making are not equally opaque.Uwe Peters - forthcoming - AI and Ethics.
    Many artificial intelligence (AI) systems currently used for decision-making are opaque, i.e., the internal factors that determine their decisions are not fully known to people due to the systems’ computational complexity. In response to this problem, several researchers have argued that human decision-making is equally opaque and since simplifying, reason-giving explanations (rather than exhaustive causal accounts) of a decision are typically viewed as sufficient in the human case, the same should hold for algorithmic decision-making. Here, I contend that this argument (...)
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  35. Authority and education.R. S. Peters - 1966 - Ethics and Education 237:265.
     
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  36. Towards a philosophy of academic publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  37. Implicit bias, ideological bias, and epistemic risks in philosophy.Uwe Peters - 2018 - Mind and Language 34 (3):393-419.
    It has been argued that implicit biases are operative in philosophy and lead to significant epistemic costs in the field. Philosophers working on this issue have focussed mainly on implicit gender and race biases. They have overlooked ideological bias, which targets political orientations. Psychologists have found ideological bias in their field and have argued that it has negative epistemic effects on scientific research. I relate this debate to the field of philosophy and argue that if, as some studies suggest, the (...)
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  38. Hasty Generalizations Are Pervasive in Experimental Philosophy: A Systematic Analysis.Uwe Peters & Olivier Lemeire - 2023 - Philosophy of Science.
    Scientists may sometimes generalize from their samples to broader populations when they have not yet sufficiently supported this generalization. Do such hasty generalizations also occur in experimental philosophy? To check, we analyzed 171 experimental philosophy studies published between 2017 and 2023. We found that most studies tested only Western populations but generalized beyond them without justification. There was also no evidence that studies with broader conclusions had larger, more diverse samples, but they nonetheless had higher citation impact. Our analyses reveal (...)
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  39. Education and the education of teachers.Richard Stanley Peters - 1977 - Boston: Routledge and Kegan Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
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  40. What Elements of Successful Scientific Theories Are the Correct Targets for “Selective” Scientific Realism?Dean Peters - 2014 - Philosophy of Science 81 (3):377-397.
    Selective scientific realists disagree on which theoretical posits should be regarded as essential to the empirical success of a scientific theory. A satisfactory account of essentialness will show that the (approximate) truth of the selected posits adequately explains the success of the theory. Therefore, (a) the essential elements must be discernible prospectively; (b) there cannot be a priori criteria regarding which type of posit is essential; and (c) the overall success of a theory, or ‘cluster’ of propositions, not only individual (...)
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  41.  53
    (1 other version)Emotions and the category of passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62:117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  42. Generalization Bias in Science.Uwe Peters, Alexander Krauss & Oliver Braganza - 2022 - Cognitive Science 46 (9):e13188.
    Many scientists routinely generalize from study samples to larger populations. It is commonly assumed that this cognitive process of scientific induction is a voluntary inference in which researchers assess the generalizability of their data and then draw conclusions accordingly. We challenge this view and argue for a novel account. The account describes scientific induction as involving by default a generalization bias that operates automatically and frequently leads researchers to unintentionally generalize their findings without sufficient evidence. The result is unwarranted, overgeneralized (...)
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  43.  22
    (1 other version)Moral Development and Moral Education.R. S. Peters - 1981 - Routledge.
    First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason (...)
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  44. Reimagining the new pedagogical possibilities for universities post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  45.  58
    Women's Rights, Human Rights: International Feminist Perspectives.J. S. Peters & Andrea Wolper - 2018 - Routledge.
    This comprehensive and important volume includes contributions by activists, journalists, lawyers and scholars from twenty-one countries. The essays map the directions the movement for women's rights is taking--and will take in the coming decades--and the concomittant transformation of prevailing notions of rights and issues. They address topics such as the rapes in former Yugoslavia and efforts to see that a War Crimes Tribunal responds; domestic violence; trafficking of women into the sex trade; the persecution of lesbians; female genital mutilation; and (...)
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  46. Aims of education: A conceptual inquiry.Richard S. Peters, John Woods & William H. Dray - forthcoming - The Philosophy of Education.
     
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  47.  17
    Authority, responsibility and education.Richard Stanley Peters - 1963 - New York,: Eriksson.
  48. The complementarity of mindshaping and mindreading.Uwe Peters - 2019 - Phenomenology and the Cognitive Sciences 18 (3):533-549.
    Why do we engage in folk psychology, that is, why do we think about and ascribe propositional attitudes such as beliefs, desires, intentions etc. to people? On the standard view, folk psychology is primarily for mindreading, for detecting mental states and explaining and/or predicting people’s behaviour in terms of them. In contrast, McGeer (1996, 2007, 2015), and Zawidzki (2008, 2013) maintain that folk psychology is not primarily for mindreading but for mindshaping, that is, for moulding people’s behavior and minds (e.g., (...)
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  49.  51
    Viral modernity? Epidemics, infodemics, and the ‘bioinformational’ paradigm.Michael A. Peters, Petar Jandrić & Peter McLaren - 2022 - Educational Philosophy and Theory 54 (6):675-697.
    Viral modernity is a concept based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and the basic application to understanding the role of information and forms of bioinformation in the social world. The concept draws a close association between viral biology on the one hand, and information science on the other – it is an illustration and prime example of bioinformationalism that brings together two of the most powerful forces that now drive (...)
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  50.  32
    Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
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