Results for 'Duck Street'

961 found
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  1.  15
    List of the contributors.Emilio Del Giudice, Fabrizio Desideri, Martin Fleischmann, Bury Lodge, Duck Street, Georg Franck, Gordon Globus, B. J. Hiley, Mari Jibu & Teruaki Nakagomi - 2004 - In Gordon G. Globus, Karl H. Pribram & Giuseppe Vitiello, Brain and Being: At the Boundary Between Science, Philosophy, Language and Arts. John Benjamins. pp. 349.
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  2.  22
    A People's History of Classics: Class and Greco-Roman Antiquity in Britain and Ireland, 1689 to 1939.Simon Goldhill - 2022 - Common Knowledge 28 (3):460-462.
    This very long book sets out to track and trace the working-class men and, less commonly, women who, against the limited expectations of their social position, learned Greek and Latin as an aspiration for personal change. The ideology of the book is clear and welcome: these figures “offer us a new ancestral backstory for a discipline sorely in need of a democratic makeover.” The book's twenty-five chapters explore how classics and class were linked in the educational system of Britain and (...)
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  3.  47
    Our Living Society.James Campbell - 2010 - The Pluralist 5 (3):128-140.
    In lieu of an abstract, here is a brief excerpt of the content:Our Living SocietyJames CampbellIWhen I was working on my history of the early years of the American Philosophical Association (A Thoughtful Profession), I spent a great deal of time immersed in the unhappy genre of the presidential address. Three divisions, each with its own annual president, make for a lot of presidential addresses. One of the things that I learned from this effort was that these addresses can be (...)
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  4.  51
    The Confucian Concept of Learning Revisited for East Asian Humanistic Pedagogies.Duck-Joo Kwak, Morimichi Kato & Ruyu Hung - 2016 - Educational Philosophy and Theory 48 (1):1-6.
    The term ‘humanism’ is Western in origin. It denotes the tradition that places special emphasis on cultivation of letters for education. In the West, this tradition was originated with sophists and Isocrates, established by Cicero, and was developed by Renaissance humanists. East Asia, however, also has its own humanistic traditions with equal educational relevance. One of these is a Japanese version of Confucian humanism established by Ogyu Sorai. This tradition is based on the interpretation of Confucius as a lover of (...)
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  5.  32
    Mediating process for human agency in science education: For man’s new relation to nature in Latour’s ontology of politics.Duck-Joo Kwak & Eun Ju Park - 2021 - Educational Philosophy and Theory 53 (4):407-418.
    The human relation to things in the world is at stake in the so-called post-humanist era where the distinction between human and non-human is blurred, as indicated in a term like ‘the nano-self’. How should we understand the nature of our relation to things in this era? Or how can we describe an educationally meaningful relation we as human agents can make in relation to things, artificial and natural, in the face of this technologically hybrid and ever-dehumanizing tendency of society? (...)
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  6.  19
    Materia Prima: Zur Semantik des Begriffs in Naturkundlichen Sachschriften des 16. Jahrhunderts.Katharina Dück - 2019 - Springer Fachmedien Wiesbaden.
    Katharina Dück widmet sich in diesem Buch dem umfangreichen Doktrinenschatz des Begriffs „Materia prima“ im Spannungsfeld von Theorie und wiederholbarer Praxis in deutschsprachigen alchemisch-naturkundlichen Sachschriften des 16. Jahrhunderts. Sie trägt damit neue Aspekte zur Debatte des Materialismus in der Frühen Neuzeit bei. Untersucht werden Texte sogenannter Meisterdenker als auch Zeugnisse derer, die bisher wenig berücksichtigt wurden. Dem Corpus Paracelsicum und der Strömung des Paracelsismus wird besondere Beachtung gezollt. Drei rasterartig umrissene Grundmuster, denen die „Materia prima“-Vorstellungen zugeordnet sind, werden ausführlich vorgestellt (...)
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  7.  18
    The Implications of Arendt's Concept of Judgment for Humanistic Teaching in a Postmetaphysical Age.Duck-Joo Kwak - 2015 - Educational Theory 65 (6):681-697.
    In this essay, Duck-Joo Kwak draws on Hannah Arendt's concept of judgment in exploring what it means to teach the humanities as a form of values education in a postmetaphysical age. Arendt's concept of judgment is closely related to Ciceronian humanism, which is concerned with the wisdom to choose one's company while appreciating this pursuit itself, among men, things, and thoughts from the past and present. According to Arendt, this wisdom as a form of judgment can be generated from (...)
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  8.  71
    Reconsideration of Rorty's view of the liberal ironist and its implications for postmodern civic education.Duck-Joo Kwak - 2004 - Educational Philosophy and Theory 36 (4):347–359.
  9.  50
    Newton and Goethe on colour: Physical and physiological considerations.Michael J. Duck - 1988 - Annals of Science 45 (5):507-519.
    Newton began his optical studies believing in the modification theory, which was still universally accepted at that time, and in the perception of colour as a physiological process—a process in which the eye responds differently to the different velocities of identical globules. His discovery that white light is heterogeneous led him to switch to considering colour in purely physical terms.A century later, Goethe started out by accepting Newton's physical theory. He soon abandoned it, however, finding modification to be more in (...)
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  10.  43
    A collective essay on philosophical reflections on modern education in Korea.Duck-Joo Kwak, Gicheol Han, Jaijeong Choi, Eun Ju Park, Kyung-hwa Jung, Ki-Seob Chung, Yong-Seok Seo, SunInn Yun, Sang Sik Cho, Juhwan Kim, Jae-Bong Yoo, Morimichi Kato & Ruyu Hung - 2024 - Educational Philosophy and Theory 56 (4):305-316.
    Modern schooling in Korea, which was officially established by law in 1949, is well known for its function as an engine of economic success in modern Korea. Although this fact seems to be world-wid...
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  11.  43
    A collective essay on the Korean philosophy of education: Korean voices from its traditional thoughts on education.Duck-Joo Kwak, Keumjoong Hwang, Chang-ho Shin, Gyeong-sik An, Woojin Lee, Jeong-Gil Woo, Jee Hyeon Kim, Chunho Shin, Hee-Bong Kim, Jina Bhang, Jun Yamana & Roland Reichenbach - 2024 - Educational Philosophy and Theory 56 (1):7-19.
    Since the Korean Philosophy of Education Society was established in 1964, the question regarding the nature of Philosophy of Education as a modern discipline has always been a vexing question to mo...
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  12.  79
    (1 other version)Re‐conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck-Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460–470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...)
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  13.  15
    Feeling lost between tradition and modernity: In pursuit of the reinvention of East-Asian subjectivities.Duck-Joo Kwak - 2024 - Educational Philosophy and Theory 56 (2):194-195.
    This short essay makes a comment on the special issue on Japanese scholars’ responses to modern education in Japan edited by Morimichi Kato. The essay mainly focuses on the historical experiences shared by most of east Asian countries, the establishment of modern education of which tended to be historically forced by the external superpower: the experiences of feeling split between tradition and modernity. From the post-colonial perspective, the essay poses a challenging question of how the east Asian educators are to (...)
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  14.  40
    A question of faith: Goethe's belief in the immutability of light.Michael Duck - 1997 - Annals of Science 54 (4):397-406.
    Johann Wolfgang von Goethe was well acquainted with Isaac Newton's work on refraction and his theory of light and colours. Indeed, he had painstakingly repeated those experiments in Newton's Opticks , which clearly demonstrate that light is heterogeneous. Yet Goethe never abandoned his belief that light is immutable and that colours result from the interaction of light and darkness. It is argued here that the origin of Goethe's refusal to accept Newton's theory was not psychological, as is commonly supposed, but (...)
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  15.  14
    Commentary.Lloyd Duck - 1982 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 13 (3&4):500-503.
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  16. Wertvermittlung durch kirchlichen Dienst.Karl-Heinz Ducke - 1992 - In Klaus Demmer, Karl-Heinz Ducke & Wilhelm Ernst, Moraltheologie im Dienst der Kirche: Festschrift für Wilhelm Ernst zum 65. Geburtstag. Leipzig: Benno Verlag.
     
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  17. Arts Education for a Translational Experience from Language of Nature into Language of Man: Walter Benjamin's Theory of Mimesis and Traditional Ink-wash Painting in East Asia.Duck-Joo Kwak - 2022 - In Ruyu Hung, Nature, Art, and Education in East Asia: Philosophical Connections. Routledge.
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  18.  16
    A Response to "Pedagogical Maturity" by Glenn M. Hudak.Duck-Doo Kwak - 2018 - Philosophy of Education 74:259-263.
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  19.  35
    Commentary on Michael A. Peters’ short essay, ‘Socrates and Confucius: the cultural foundations and ethics of learning’.Duck-Joo Kwak - 2015 - Educational Philosophy and Theory 47 (8):755-757.
  20.  38
    (1 other version)Encounter of East Asian educational tradition with western modernity: The Korean Case.Duck-Joo Kwak - 2018 - Educational Philosophy and Theory:1-5.
    The idea of modernity has been a problematic concept throughout the twentieth century, not only in the self-understanding of the West where the idea originated, let’s say, with the Enlightenment sp...
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  21.  41
    Ethics of Learning and Self-knowledge: Two cases in the Socratic and Confucian teachings.Duck-Joo Kwak - 2016 - Educational Philosophy and Theory 48 (1):7-22.
    This paper attempts to do a comparative study on two traditions of humanistic pedagogies, West and East, represented by the Socratic and the Confucian teachings. It is intended to put into question our common misunderstanding reflected in the stereotyped contrasts between the Socratic self and the Confucian self: an intellectualist vs. a moralist, an active vs. a passive learner, and a political progressive vs. a political conservative. In this attempt, I will focus on the clarification of the idea of ‘self-knowledge’ (...)
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  22.  10
    Indoctrination Revisited: In Search of a New Source of Teachers’ Moral Authority.Duck-Joo Kwak - 2004 - Philosophy of Education 60:92-100.
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  23.  37
    Practising Philosophy, the Practice of Education: Exploring the Essay Form through Lukács’ Soul and Form.Duck-Joo Kwak - 2010 - Journal of Philosophy of Education 44 (1):61-77.
    This paper attempts to explore a pedagogical form of writing in which students are allowed to have more room to converse with themselves, such that their own being is reflected in their work. The attempt is made as a response to the poverty of educationally orientated assessment methods for students' academic performance in the predominant evidence-based assessment culture of schooling today. Taking Lukács' Soul and Form as a good source for this exploration, especially his commitment to essay form as a (...)
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  24.  82
    Skepticism and Education: In search of another filial tie of philosophy to education.Duck-joo Kwak - 2012 - Educational Philosophy and Theory 44 (5):535-545.
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens (...)
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  25. The Issue of Determinism and Freedom as an Existential Question: A Case in the Bhagavad Gītā.Duck-Joo Kwak & Hye-Chong Han - 2013 - Philosophy East and West 63 (1):55-72.
  26. A Darwinian dilemma for realist theories of value.Sharon Street - 2006 - Philosophical Studies 127 (1):109-166.
    Contemporary realist theories of value claim to be compatible with natural science. In this paper, I call this claim into question by arguing that Darwinian considerations pose a dilemma for these theories. The main thrust of my argument is this. Evolutionary forces have played a tremendous role in shaping the content of human evaluative attitudes. The challenge for realist theories of value is to explain the relation between these evolutionary influences on our evaluative attitudes, on the one hand, and the (...)
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  27. All was Light: An Introduction to Newton's Optics.A. Rupert Hall & M. J. Duck - 1995 - Annals of Science 52 (1):95-95.
     
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  28. Fits, Passions, and Paroxysms: Physics, Method and Chemistry and Newton's Theories of Coloured Bodies and Fits of Easy Reflection.Alan E. Shapiro & M. J. Duck - 1994 - Annals of Science 51 (5):562-563.
  29. (1 other version)Constructivism about reasons.Sharon Street - 2008 - Oxford Studies in Metaethics 3:207-45.
  30. What is constructivism in ethics and metaethics?Sharon Street - 2010 - Philosophy Compass 5 (5):363-384.
    Most agree that when it comes to so-called 'first-order' normative ethics and political philosophy, constructivist views are a powerful family of positions. When it comes to metaethics, however, there is serious disagreement about what, if anything, constructivism has to contribute. In this paper I argue that constructivist views in ethics include not just a family of substantive normative positions, but also a distinct and highly attractive metaethical view. I argue that the widely accepted 'proceduralist characterization' of constructivism in ethics is (...)
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  31. Objectivity and Truth: You’d Better Rethink It.Sharon Street - 2016 - Oxford Studies in Metaethics 11.
    This chapter accepts for the sake of argument Ronald Dworkin’s point that the only viable form of normative skepticism is internal, and develops an internal skeptical argument directed specifically at normative realism. There is a striking and puzzling coincidence between normative judgments that are true, and normative judgments that causal forces led us to believe—a practical/theoretical puzzle to which the constructivist view has a solution. Normative realists have no solution, but are driven to conclude that we are probably hopeless at (...)
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  32. Coming to terms with contingency : Humean constructivism about practical reason.Sharon Street - 2012 - In James Lenman & Yonatan Shemmer, Constructivism in Practical Philosophy. Oxford, GB: Oxford University Press.
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  33. Reply to Copp: Naturalism, normativity, and the varieties of realism worth worrying about.Sharon Street - 2008 - Philosophical Issues 18 (1):207-228.
  34. (1 other version)In defense of future tuesday indifference: Ideally coherent eccentrics and the contingency of what matters.Sharon Street - 2009 - Philosophical Issues 19 (1):273-298.
  35. Mind-Independence Without the Mystery: Why Quasi-Realists Can’t Have it Both Ways.Sharon Street - 2011 - In Russ Shafer-Landau, Oxford Studies in Metaethics: Volume 6. Oxford, GB: Oxford University Press. pp. 1-32.
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  36. Evolution and the Normativity of Epistemic Reasons.Sharon Street - 2009 - Canadian Journal of Philosophy, Supplementary Volume 35 (S1):213-248.
    Creatures inveterately wrong in their inductions have a pathetic but praiseworthy tendency to die before reproducing their kind.- Quine (1969)We think that some facts - for example, the fact that someone is suffering, or the fact that all previously encountered tigers were carnivorous – supply us with normative reasons for action and belief. The former fact, we think, is a reason to help the suffering person; the latter fact is a reason to believe that the next tiger we see will (...)
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  37.  25
    The Public role of school teachers in Korea: For its conceptual reconstruction through its historical tracing.Jina Bhang & Duck-Joo Kwak - 2019 - Educational Philosophy and Theory 51 (9):924-935.
    This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of ‘learning for (...)
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  38. Book Reviews-Biographies-Justus von Liebig: The Chemical Gatekeeper.William H. Brock & M. J. Duck - 1999 - Annals of Science 56 (1):99-99.
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  39.  9
    Moraltheologie im Dienst der Kirche: Festschrift für Wilhelm Ernst zum 65. Geburtstag.Klaus Demmer, Karl-Heinz Ducke & Wilhelm Ernst (eds.) - 1992 - Leipzig: Benno Verlag.
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  40. Book Reviews-Astronomy and Cosmology, Space and Time-Comets, Popular Culture, and the Birth of Modern Cosmology.Sara Schechner Genuth & M. J. Duck - 1999 - Annals of Science 56 (2):216-216.
  41.  29
    Psychological Influence of Self-Management on Exercise Self-Confidence, Satisfaction, and Commitment of Martial Arts Practitioners in Korea: A Meta-Analytic Approach.Hyun-Duck Kim & Angelita Bautista Cruz - 2021 - Frontiers in Psychology 12:691974.
    This study aimed to meta-analyze the relationship between self-management and exercise self-confidence, satisfaction, and commitment in both modern and traditional martial arts among Korean practitioners. We examined the level of sports participation and different martial arts sports as potential moderating variables. In total, 22 studies yielded 299 individual effect sizes and were included in the final meta-analytic pool. The analyses revealed a moderate effect of self-management on exercise satisfaction and self-confidence; and a large effect self-management on exercise commitment. Especially, the (...)
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  42. Confucian Perspectives on Learning and Self-Transformation.Roland Reichenbach & Duck-Joo Kwak (eds.) - 2020 - Switzerland: Springer.
  43. Book Reviews-Renaissance and Reformation-The Clock and the Mirror: Girolamo Cardano and Renaissance Medicine.Nancy G. Siraisi & M. J. Duck - 1999 - Annals of Science 56 (1):103-103.
  44. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services.Michael Lipsky, Jeffrey Manditch Prottas, David Street, Georte T. Martin, Laura Kramer & Noel Timms - 1983 - Ethics 93 (3):588-595.
     
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  45. I—Constructivism in Ethics and the Problem of Attachment and Loss.Sharon Street - 2016 - Aristotelian Society Supplementary Volume 90 (1):161-189.
    This paper explores two questions in moral philosophy that might at first seem unrelated. The first question is practical. While it’s not a truth we like to contemplate, each of us faces the eventual loss of everyone and everything we love. Is there a way to live in full awareness of that fact without falling into anxiety or depression, or resorting to one form or another of forgetfulness, denial or numbing out? The second question is metaethical. Is it possible to (...)
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  46.  67
    Arabic logic.Tony Street - 2004 - In Dov M. Gabbay, John Woods & Akihiro Kanamori, Handbook of the history of logic. Boston: Elsevier. pp. 1--523.
  47.  63
    The Effects of Escalating Commitment on Ethical Decision-Making.Marc Street & Vera L. Street - 2006 - Journal of Business Ethics 64 (4):343-356.
    Although scholars have invoked the escalation framework as a means of explaining the occurrence of numerous organizationally undesirable behaviors on the part of decision makers, to date no empirical research on the potential influences of escalating commitment on the likelihood of unethical behavior at the individual level of analysis has been reported in either the escalation or the ethical decision-making literatures. Thus, the main purpose of this project is to provide a theoretical foundation and empirical support for the contention that (...)
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  48. Arabic and islamic philosophy of language and logic.Tony Street - 2008 - Stanford Encyclopedia of Philosophy.
  49.  57
    Philosophy of Education in a New Key: East Asia.Ruyu Hung, Peng Zhengmei, Morimichi Kato, Tadashi Nishihira, Mika Okabe, Xu Di, Duck-Joo Kwak, Keumjoong Hwang, Youngkun Tschong, Cheng-His Chien, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1199-1214.
    Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...
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  50.  25
    A Complex Story: Universal Preference vs. Individual Differences Shaping Aesthetic Response to Fractals Patterns.Nichola Street, Alexandra M. Forsythe, Ronan Reilly, Richard Taylor & Mai S. Helmy - 2016 - Frontiers in Human Neuroscience 10:195648.
    Fractal patterns offer one way to represent the rough complexity of the natural world. Whilst they dominate many of our visual experiences in nature, little large-scale perceptual research has been done to explore how we respond aesthetically to these patterns. Previous research (Taylor et al., 2011) suggests that the fractal patterns with mid-range fractal dimensions have universal aesthetic appeal. Perceptual and aesthetic responses to visual complexity have been more varied with findings suggesting both linear (Forsythe et al., 2011) and curvilinear (...)
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