Results for 'Matija Jan'

979 found
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  1.  31
    The Nature of Ideas in Descartes.Matija Jan - 2023 - Filozofski Vestnik 43 (1).
    The article defines the problem of the nature of ideas in Descartes’s philosophy according to the ontology of substances. First, it illuminates Descartes’s relation to antecedent theories of ideas (as platonic forms or as corporal images) and demonstrates that, in opposition to them, Descartes conceives ideas as modes of thinking substance. Then, it develops two possible explanations of his theory. The first one understands an idea as a complex consisting of perception and its necessary internal object, which enables the representation (...)
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  2.  1
    Problem materialne lažnosti v Descartesovih Meditacijah.Matija Jan - 2024 - Filozofski Vestnik 45 (3).
    Namen članka je, da poda konsistentno interpretacijo Descartesove teorije materialno lažnih idej, tj. idej čutnih kvalitet. Določiti mora, kaj je problem materialno lažnih idej, na katere ideje se nanaša ter te nato umestiti v Descartesovo ontologijo idej. Problem je mogoče razumeti na dva načina: bodisi materialno lažne ideje razumemo kot dejansko zavajajoče reprezentacije, ki telesa predstavljajo kot nosilce čutnih kvalitet, bodisi jih razumemo kot reprezentacije, ki telesa predstavljajo na temen način. Materialno lažne ideje so občutki in ne ideje občutkov. Descartes (...)
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  3. Tjelesna ontologija duše i zdravstvena reforma: adventistički zaokret u kršćanskoj antropologiji.Matija Kovačević - 2015 - Filozofska Istrazivanja 35 (3):483-491.
    Following the spread of Platonic anthropology, Christianity has started, already since the 2nd century A.D., to be dominated by dualism – a trend undisturbed by somewhat more holistic Thomism, and further strengthened by Cartesianism, which distanced Christian theology and soul even further away from the body. During the 1960s, theologians have become aware of the far more positive and inclusive attitude that the Bible has towards the body. Yet, a century before, the Adventist movement was born in conditionalism such as (...)
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  4.  42
    Unpredictable robots elicit responsibility attributions.Matija Franklin, Edmond Awad, Hal Ashton & David Lagnado - 2023 - Behavioral and Brain Sciences 46:e30.
    Do people hold robots responsible for their actions? While Clark and Fischer present a useful framework for interpreting social robots, we argue that they fail to account for people's willingness to assign responsibility to robots in certain contexts, such as when a robot performs actions not predictable by its user or programmer.
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  5.  34
    Object-Oriented Ontology of Play.Matija Vigato - 2021 - Filozofska Istrazivanja 41 (2):433-447.
    In this paper, object-oriented ontology is attempted to be applied to play. First, from the anti-reductionist approach of OOO, some former interpretations of play in science and philosophy are reviewed. Then, because of the conceptual similarities of art and play, the already existing OOO of art is consulted. Based on the works from the field of Human-computer interaction, Graham Harman’s theatrical interpretation of a metaphor, and Eugen Fink’s interpretation of the play, who sees it as a mixture of Being and (...)
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  6.  21
    Why Study Philosophy?Matija Mato Škerbić - 2022 - Filozofska Istrazivanja 42 (4):715-730.
    In this paper, the author approaches the question of why one should study philosophy from an affirmative point of view and argues pro philosophia, i.e. he justifies and promotes the possible taking up of the study of philosophy in the present day by considering its extra philosophical benefits. Thus, the author speaks from a particular perspective, looking at the study of philosophy from an opportunistic and instrumentalised angle. Namely, he does not consider the study as such, its philosophical justification and (...)
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  7. Le si-alors-sinon, est-il toujours une option?Matija Arko - 2006 - Synthesis Philosophica 21 (1):95-101.
    Je parlerai dans cet article du si-alors-sinon comme d’une stratégie de nos obligations ontologiques dans les mathématiques. Je commencerai par la définition du si-alors-sinon dans les Principia mathematica. Ensuite, je discuterai la critique du si-alors-sinon par Putnam. Suivront certains arguments de Ciana Dorra qui l’appuient. Finalement, il sera question de la « parcimonie » ontologique en tant que motif d’adoption du si-alors-sinon. Je traiterai de la parcimonie ontologique en liaison avec le naturalisme en essayant de démontrer que la parcimonie ontologique (...)
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  8. Mark Colyvan, The Indispensability of Mathematics.Matija Arko - 2007 - Croatian Journal of Philosophy 19:118-121.
  9.  8
    Il diritto naturale e il suo rapporto con la divinità in Ugo Grozio.Matija Berljak - 1978 - Roma: Università gregoriana.
    Nella problematica generale dei rapporti tra Dio e l'uomo rientra il problema del diritto naturale. Tale problema si e manifestato in modo particolare nel secolo XVII come dimostra lo studio di Ugo Grozio (1583-1645). L'attualita delle sue idee e vivo anche oggi sia in Italia che all'estero; Grozio e ricordato soprattutto dai giuristi, nonostante la sua attivita si sia svolta anche in altri campi come dimostra l'opera bibliografica di Meulen J. Ter e Diermanse. Molti studiosi elogiano le sue impostazioni giuridiche (...)
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  10.  25
    The circle of Willis revisited: Forebrain dehydration sensing facilitated by the anterior communicating artery.Matija Fenrich, Karlo Habjanovic, Josip Kajan & Marija Heffer - 2021 - Bioessays 43 (2):2000115.
    We hypothesize that threat of dehydration provided selection pressure for the evolutionary emergence and persistence of the anterior communicating artery (ACoA – the inter‐arterial connection that completes the Circle of Willis) in early amniotes.The ACoA is a hemodynamically insignificant artery, but, as we argue in this paper, its privileged position outside the blood‐brain barrier gives it a crucial sensing function for the osmolarity of the blood against the background of the rest of the brain, which efficiently protects itself from dehydration. (...)
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  11.  27
    The law and politics of inclusion. From rights to practices of disidentification.Matija Žgur - 2021 - Jurisprudence 12 (2):308-315.
    The law giveth and the law taketh away. The question ‘Who is law for’ has of late received increased attention in mainstream jurisprudence.1 Whether at a general, conceptual level o...
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  12.  17
    Physical Exercise and Game-Playing in the Four Constructions of Happy Human Life.Matija Mato Škerbić - 2019 - Filozofska Istrazivanja 39 (2):335-346.
    The paper was prompted by B. H. Suitsʼ construction of Utopia and solutions for the meaningful and happy life of every single human, presented in The Grasshopper: Games, Life and Utopia. The author considers, critically evaluates and confronts the role of human physical exercise and game-playing in four constructions of meaningful and happy human life, presented in three Renaissance philosophical writings: De optimo reipublicae statu deque nova insula Utopia libelous by T. More, La città felice by F. Patricius, and Civitas (...)
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  13.  1
    Parish Chronicles: When Was German Overtaken by Slovenian?Matija Ogrin - 2024 - Clotho 6 (1):61-79.
    This article addresses the question of when German was replaced by Slovenian in parish chronicles. It also tries to show in which chronicle genres this happened earlier and in which later. For this purpose, a wider range of chronicle texts, including announcement books, has been considered. In the announcement books, the parish priest or his deputy communicated to his congregation messages that were intended for all and therefore had to be understood by all. Since the vast majority of the faithful (...)
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  14. Epistemic authority: preemption through source sensitive defeat.Jan Constantin & Thomas Grundmann - 2020 - Synthese 197 (9):4109-4130.
    Modern societies are characterized by a division of epistemic labor between laypeople and epistemic authorities. Authorities are often far more competent than laypeople and can thus, ideally, inform their beliefs. But how should laypeople rationally respond to an authority’s beliefs if they already have beliefs and reasons of their own concerning some subject matter? According to the standard view, the beliefs of epistemic authorities are just further, albeit weighty, pieces of evidence. In contrast, the Preemption View claims that, when one (...)
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  15. Being in a Position to Know and Closure.Jan Heylen - 2016 - Thought: A Journal of Philosophy 5 (1):63-67.
    The focus of this article is the question whether the notion of being in a position to know is closed under modus ponens. The question is answered negatively.
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  16.  60
    What an International Declaration on Neurotechnologies and Human Rights Could Look like: Ideas, Suggestions, Desiderata.Jan Christoph Bublitz - 2024 - American Journal of Bioethics Neuroscience 15 (2):96-112.
    International institutions such as UNESCO are deliberating on a new standard setting instrument for neurotechnologies. This will likely lead to the adoption of a soft law document which will be the first global document specifically tailored to neurotechnologies, setting the tone for further international or domestic regulations. While some stakeholders have been consulted, these developments have so far evaded the broader attention of the neuroscience, neurotech, and neuroethics communities. To initiate a broader debate, this target article puts to discussion twenty-five (...)
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  17. What's Special about Moral Ignorance?Jan Willem Wieland - 2017 - Ratio 30 (2).
    According to an influential view by Elizabeth Harman, moral ignorance, as opposed to factual ignorance, never excuses one from blame. In defense of this view, Harman appeals to the following considerations: that moral ignorance always implies a lack of good will, and that moral truth is always accessible. In this paper, I clearly distinguish these considerations, and present challenges to both. If my arguments are successful, sometimes moral ignorance excuses.
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  18. Might artificial intelligence become part of the person, and what are the key ethical and legal implications?Jan Christoph Bublitz - forthcoming - AI and Society:1-12.
    This paper explores and ultimately affirms the surprising claim that artificial intelligence (AI) can become part of the person, in a robust sense, and examines three ethical and legal implications. The argument is based on a rich, legally inspired conception of persons as free and independent rightholders and objects of heightened protection, but it is construed so broadly that it should also apply to mainstream philosophical conceptions of personhood. The claim is exemplified by a specific technology, devices that connect human (...)
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  19. A dispositional account of practical knowledge.Constantin Jan - 2018 - Philosophical Studies 175 (9):2309-2329.
    Is knowledge-how, or “practical” knowledge, a species of knowledge-that, or “theoretical” knowledge? There is no comfortable position to take in the debate around this question. On the one hand, there are counterexamples against the anti-intellectualist thesis that practical knowledge is best analysed as an ability. They show that having an ability to ϕ is not necessary for knowing how to ϕ. On the other hand, the intellectualist analysis of practical knowledge as a subspecies of theoretical knowledge is threatened by its (...)
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  20. Conceptos de cognoscibilidad.Jan Heylen & Felipe Morales Carbonell - 2023 - Revista de Humanidades de Valparaíso 23:287-308.
    Many philosophical discussions hinge on the concept of knowability. For example, there is a blooming literature on the so-called paradox of knowability. How to understand this notion, however? In this paper, we examine several approaches to the notion: the naive approach to take knowability as the possibility to know, the counterfactual approach endorsed by Edgington (1985) and Schlöder (2019) , approaches based on the notion of a capacity or ability to know (Fara 2010, Humphreys 2011), and finally, approaches that make (...)
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  21. Descriptions and unknowability.Jan Heylen - 2010 - Analysis 70 (1):50-52.
    In a recent paper Horsten embarked on a journey along the limits of the domain of the unknowable. Rather than knowability simpliciter, he considered a priori knowability, and by the latter he meant absolute provability, i.e. provability that is not relativized to a formal system. He presented an argument for the conclusion that it is not absolutely provable that there is a natural number of which it is true but absolutely unprovable that it has a certain property. The argument depends (...)
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  22. E-ducating the gaze: the idea of a poor pedagogy.Jan Masschelein - 2010 - Ethics and Education 5 (1):43-53.
    Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...)
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  23.  38
    Critical theory in a decolonial age.Jan McArthur - 2022 - Educational Philosophy and Theory 54 (10):1681-1692.
    This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative to traditional western philosophy it undoubtedly shares some of the myopic and Eurocentric traits of this tradition. Mindful of not wishing to perpetuate colonial impulses to appropriate Indigenous philosophies, this article (...)
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  24. Medieval philosophy and the transcendentals: the case of Thomas Aquinas.Jan Aertsen - 1996 - New York: E.J. Brill.
    Students of Thomas Aquinas have so far lacked a comprehensive study of his doctrine of the transcendentals. This volume fills this lacuna, showing the fundamental character of the notions of being, one, true and good for his thought. The book inquires into the beginnings of the doctrine in the thirteenth century and explains the relation of the transcendental way of thought to Aquinas's conception of metaphysics. It analyzes 'Being', 'One', 'True', 'Good' and 'Beautiful' individually and discusses their importance for the (...)
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  25. Logical Relations between Pictures.Jan Westerhoff - 2005 - Journal of Philosophy 102 (12):603-623.
    An implication relation between pictures is defined, it is then shown how conjunctions, disjunctions, negations, and hypotheticals of pictures can be formed on the basis of this. It is argued that these logical operations on pictures correspond to natural cognitive operations employed when thinking about pictures.
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  26.  69
    How to conceive of critical educational theory today?Jan Masschelein - 2004 - Journal of Philosophy of Education 38 (3):351–367.
    This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self-reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations (...)
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  27. Logically Simple Properties and Relations.Jan Plate - 2016 - Philosophers' Imprint 16:1-40.
    This paper presents an account of what it is for a property or relation (or ‘attribute’ for short) to be logically simple. Based on this account, it is shown, among other things, that the logically simple attributes are in at least one important way sparse. This in turn lends support to the view that the concept of a logically simple attribute can be regarded as a promising substitute for Lewis’s concept of a perfectly natural attribute. At least in part, the (...)
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  28. Freedom of Thought in the Age of Neuroscience.Jan Christoph Bublitz - 2014 - Archiv für Rechts- und Sozialphilosophie 100 (1):1-25.
    Freedom of thought is a fundamental human right, enshrined in many human rights treaties. It might very well be the only human right without any practical application. The paper reconstructs scope and meaning of this forgotten right and proposes four principles for its interpretation. In the age of neuroscientific insights and interventions into mind and brain that afford to alter thoughts, the time for the law to define freedom of thought in a way that lives up to its theoretical significance (...)
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  29. An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together.Jan Masschelein & Maarten Simons - 2002 - Journal of Philosophy of Education 36 (4):589-608.
    The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and (...)
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  30.  97
    On Fuzzy Logic I Many‐valued rules of inference.Jan Pavelka - 1979 - Mathematical Logic Quarterly 25 (3-6):45-52.
  31. Experimentum Scholae: The World Once More … But Not (Yet) Finished.Jan Masschelein - 2011 - Studies in Philosophy and Education 30 (5):529-535.
    Inspired by Hannah Arendt, this contribution offers an exercise of thought as an attempt to distil anew the original spirit of what education means. It tries to articulate the event or happening that the word names, the experiences in which this happening manifests itself and the (material) forms that constitute it or make it find/take (its) place. Starting from the meaning of scholè as ‘free time’ or ‘undestined and unfinished time’ it further explores scholè as the time of attention which (...)
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  32.  15
    Habits of affluence: unfeeling, enactivism and the ecological crisis of capitalism.Jan Slaby - forthcoming - Mind and Society:1-22.
    In this text, I discuss the role that a range of habits in affluent societies play in upholding as well as masking an unsustainable status quo. I show that enactivism, as a philosophical approach to the embodied and embedded mind, offers resources for bringing into focus and critically interrogating suchhabits of affluenceand the environments enabling them. I do this in the context of a critical theory ofthe unfelt in society: the systematic production of lacunae of emotive concern in social collectives. (...)
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  33.  81
    The discourse of the learning society and the loss of childhood.Jan Masschelein - 2001 - Journal of Philosophy of Education 35 (1):1–20.
    I argue that Hannah Arendt's analysis of the development of modern society illuminates one aspect of prevailing educational discourse. We can understand the ‘learning society’ as both an effect and an instrument of the logic of ‘bare biological life’ or zoé that Arendt claims is the ultimate point of reference for modern society. In such a society we seem to live permanently under the threat of social exclusion, being permanently put in the position of learners or problem-solvers, without the right (...)
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  34.  24
    Gentzen's proof of normalization for natural deduction.Jan Platvono - 2008 - Bulletin of Symbolic Logic 14 (2):240-257.
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  35. Carnap’s Theory of Descriptions and its Problems.Jan Heylen - 2010 - Studia Logica 94 (3):355-380.
    Carnap's theory of descriptions was restricted in two ways. First, the descriptive conditions had to be non-modal. Second, only primitive predicates or the identity predicate could be used to predicate something of the descriptum . The motivating reasons for these two restrictions that can be found in the literature will be critically discussed. Both restrictions can be relaxed, but Carnap's theory can still be blamed for not dealing adequately with improper descriptions.
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  36. Confusion in the Bishop’s Church.Jan Heylen - 2023 - Philosophia 51 (4):1993-2003.
    Kearns (2021) reconstructs Berkeley’s (1713) Master Argument as a formally valid argument against the Materialist Thesis, with the key premise the Distinct Conceivability Thesis, namely the thesis that truths about sensible objects having or lacking thinkable qualities are (distinctly) conceivable and as its conclusion that all sensible objects are conceived. It will be shown that Distinct Conceivability Thesis entails the Reduction Thesis, which states that de dicto propositional (ordinary or distinct) conceivability reduces to de re propositional (ordinary or distinct) conceivability. (...)
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  37. Perceiving Exploding Tropes.Jan Almäng - 2016 - Grazer Philosophische Studien 93 (1):42-62.
    The topic of this paper is the perception of properties. It is argued that the perception of properties allows for a distinction between the sense of the identity and the sense of the qualitative nature of a property. So, for example, we might perceive a property as being identical over time even though it is presented as more and more determinate. Thus, you might see an object first as red and then as crimson red. In this case, the property is (...)
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  38. Anti-Realism and Modal-Epistemic Collapse: Reply to Marton.Jan Heylen - 2021 - Erkenntnis 88 (1):397-408.
    Marton ( 2019 ) argues that that it follows from the standard antirealist theory of truth, which states that truth and possible knowledge are equivalent, that knowing possibilities is equivalent to the possibility of knowing, whereas these notions should be distinct. Moreover, he argues that the usual strategies of dealing with the Church–Fitch paradox of knowability are either not able to deal with his modal-epistemic collapse result or they only do so at a high price. Against this, I argue that (...)
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  39. The EU's Democratic Deficit in a Realist Key: Multilateral Governance, Popular Sovereignty, and Critical Responsiveness.Jan Pieter Beetz & Enzo Rossi - forthcoming - Transnational Legal Theory.
    This paper provides a realist analysis of the EU's legitimacy. We propose a modification of Bernard Williams' theory of legitimacy, which we term critical responsiveness. For Williams, 'Basic Legitimation Demand + Modernity = Liberalism'. Drawing on that model, we make three claims. (i) The right side of the equation is insufficiently sensitive to popular sovereignty; (ii) The left side of the equation is best thought of as a 'legitimation story': a non-moralised normative account of how to shore up belief in (...)
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  40.  81
    Replacement and reasoning: a reliabilist account of epistemic defeat.Jan Constantin - 2020 - Synthese 197 (8):3437-3457.
    In this paper, I present a solution to the problem that the need to accommodate the phenomenon of epistemic defeat poses for reliabilism. Defeaters are supposed to remove justification for previously justified beliefs. According to standard process reliabilism, the justification of a belief depends on the reliability of a process that is already completed when a defeater for that belief is obtained. It is hard to see, then, how a defeater can affect reliabilist justification, if that justification, from the perspective (...)
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  41.  99
    The learning society from the perspective of governmentality.Jan Masschelein, Maarten Simons, Ulrich Bröckling & Ludwig Pongratz - 2006 - Educational Philosophy and Theory 38 (4):415–415.
    This collection of essays considers a variety of educational ideas and programs from the perspective of governmentality, integrating conceptual and theoretical insights and empirical investigation of policy documents, and government technologies. Considers different educational ideas of enlightenment, creativity, participation, inclusion, learning, and critique Offers an overview of French philosopher Michel Foucault’s theory on governmentality and how his ideas apply to current developments in society and education Investigates the intrinsic relationship between intellectual and practical educational technologies A study of how educational (...)
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  42.  15
    Kacířské eseje o filosofii dějin.Jan Patočka - 1990
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  43.  40
    Democracy and disrespect.Jan-Werner Müller - 2019 - Philosophy and Social Criticism 45 (9-10):1208-1221.
    The essay takes the widespread complaint that societies today are deeply divided and polarized as a starting point. Affirming that there is no democracy without division, it asks what it means for conflict and disagreement to be dealt with in a respectful and civil manner. As an illustration of the main argument, the way that liberals (in the broadest sense) have engaged with populist leaders is criticized on both a strategic and normative level. An alternative to existing strategies of dealing (...)
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  44.  26
    A Companion to the Philosophy of Technology.Jan-Kyrre Berg Olsen, Stig Andur Pedersen & Vincent F. Hendricks (eds.) - 2009 - Wiley-Blackwell.
    The essays both represent a variety of epistemological approaches, including those of the humanities, social studies, natural science, sociology, psychology, and engineering sciences and reflect a diversity of philosophical traditions such ...
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  45. Time in quantum mechanics: a story of confusion.Jan Hilgevoord - 2005 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 36 (1):29-60.
  46.  32
    How Experts Solve a Novel Problem in Experimental Design.Jan Maarten Schraagen - 1993 - Cognitive Science 17 (2):285-309.
    Research on expert‐novice differences has mainly focused on how experts solve familiar problems. We know far less about the skills and knowledge used by experts when they are confronted with novel problems within their area of expertise. This article discusses a study in which verbal protocols were taken from subjects of various expertise designing an experiment in an area with which they were unfamiliar. The results showed that even when domain knowledge is lacking, experts solve a novel problem within their (...)
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  47. Embodied Experience in Educational Practice and Research.Jan Bengtsson - 2012 - Studies in Philosophy and Education 32 (1):39-53.
    The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up (...)
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  48.  45
    Statistics between inductive logic and empirical science.Jan Sprenger - 2009 - Journal of Applied Logic 7 (2):239--250.
    Inductive logic generalizes the idea of logical entailment and provides standards for the evaluation of non-conclusive arguments. A main application of inductive logic is the generalization of observational data to theoretical models. In the empirical sciences, the mathematical theory of statistics addresses the same problem. This paper argues that there is no separable purely logical aspect of statistical inference in a variety of complex problems. Instead, statistical practice is often motivated by decision-theoretic considerations and resembles empirical science.
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  49.  22
    The Lascar groups and the first homology groups in model theory.Jan Dobrowolski, Byunghan Kim & Junguk Lee - 2017 - Annals of Pure and Applied Logic 168 (12):2129-2151.
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  50.  37
    A Problem for Cognitive Load Theory—the Distinctively Human Life‐form.Jan Derry - 2020 - Journal of Philosophy of Education 54 (1):5-22.
    Journal of Philosophy of Education, EarlyView.
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