Results for 'Merry Youle'

250 found
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  1.  33
    Scratching the Surface of Biology's Dark Matter.Merry Youle, Matthew Haynes & Forest Rohwer - 2012 - In Witzany Guenther, Viruses: Essential Agents of Life. Dordrecht: Springer. pp. 61--81.
  2. Advanced seven steps to truth about life.Merry Browne - 1969 - [New Albany? Ind.,: [New Albany? Ind..
  3.  11
    Zhongguo shao shu min zu mei xue yan jiu.Youling Deng - 2011 - Beijing Shi: Zhong yang min zu da xue chu ban she.
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  4. Metaphor: Its Cognitive Force and Linguistic Structure. [REVIEW]Merrie Bergman - 1991 - Philosophical Review 100 (1):112-115.
    Merrie Bergmann Philosophical Review 100 :112-115Taking into account pragmatic considerations and recent linguistic and psychological studies, the author forges a new understanding of the relation between metaphoric and literal meaning. The argument is illustrated with analysis of metaphors from literature, philosophy, science, and everyday language.
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  5. Embedded Identities and Dialogic Consensus: Educational implications from the communitarian theory of Bhikhu Parekh.Michael S. Merry - 2005 - Educational Philosophy and Theory 37 (4):495-517.
    In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, I will contend (...)
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  6. Compensatoir toetsen komt kwaliteit hoger onderwijs niet ten goede.Michael S. Merry - 2024 - Https://Www.Scienceguide.Nl/2024/01/Compensatoir-Toetsen-Komt-Kwaliteit-Hoger-Onderwijs-Niet-ten-Goe de/.
    In de afgelopen tijd is compensatoir toetsen in het Nederlandse onderwijs een populaire toetsvorm geworden. Hierbij slaagt een student voor een reeks toetsen indien het gemiddelde op deze reeks voldoende is. In deze analyse betogen wij dat het compensatoire systeem echter zowel onverdedigbaar als moreel gezien onverantwoordelijk is. Het grote gevaar van compensatoire toetsregimes is namelijk dat het hiaten in kennis en vaardigheden tolereert, wat de validiteit van een diploma ondermijnt en bovendien medeburgers in gevaar brengt.
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  7.  87
    An Introduction to Many-Valued and Fuzzy Logic: Semantics, Algebras, and Derivation Systems.Merrie Bergmann - 2008 - New York: Cambridge University Press.
    Professor Merrie Bergmann presents an accessible introduction to the subject of many-valued and fuzzy logic designed for use on undergraduate and graduate courses in non-classical logic. Bergmann discusses the philosophical issues that give rise to fuzzy logic - problems arising from vague language - and returns to those issues as logical systems are presented. For historical and pedagogical reasons, three-valued logical systems are presented as useful intermediate systems for studying the principles and theory behind fuzzy logic. The major fuzzy logical (...)
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  8. Indoctrination, Moral Instruction and Non-Rational Beliefs.Michael Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  9.  9
    Mapping the Terrain.Sally Engle Merry - 2012 - In Brian Z. Tamanaha, Caroline Sage & Michael J. V. Woolcock, Legal pluralism and development: scholars and practitioners in dialogue. New York: Cambridge University Press.
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  10. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...)
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  11. The Well-Being of Children, the Limits of Paternalism, and the State: Can disparate interests be reconciled?Michael S. Merry - 2007 - Ethics and Education 2 (1):39-59.
    For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...)
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  12. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3):484-497.
    There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...)
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  13. Is Faith in School Integration Bad Faith?Michael S. Merry - 2021 - On Education 4 (11).
  14. How Many Feminists Does It Take to Make A Joke? Sexist Humor and What's Wrong with It.Merrie Bergmann - 1986 - Hypatia 1 (1):63 - 82.
    In this paper I am concerned with two questions: What is sexist humor? and what is wrong with it? To answer the first question, I briefly develop a theory of humor and then characterize sexist humor as humor in which sexist beliefs (attitudes/norms) are presupposed and are necessary to the fun. Concerning the second question, I criticize a common sort of argument that is supposed to explain why sexist humor is offensive: although the argument explains why sexist humor feels offensive, (...)
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  15. Metaphorical assertions.Merrie Bergmann - 1982 - Philosophical Review 91 (2):229-245.
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  16. (1 other version)Patriotism, History and the Legitimate Aims of American Education.Michael S. Merry - 2009 - Educational Philosophy and Theory 41 (4):378-398.
    In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an unhealthy (...)
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  17. Intoxication, Death and the Escape from Dialectic in Seneca's EM.David Merry - 2021 - In Boris Vezjak, Philosophical imagination: thought experiments and arguments in antiquity. Newcastle upon Tyne: Cambridge Scholars Press. pp. 99-114.
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  18. International law and sociolegal scholarship : toward a spatial global legal pluralism.Sally E. Merry - 2015 - In Michael A. Helfand, Negotiating state and non-state law: the challenge of global and local legal pluralism. New York, NY: Cambridge University Press.
     
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  19. The Art of the Autochrome: The Birth of Color Photography.Merry A. Foresta - 1993 - University of Iowa Press.
     
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  20.  23
    Book Review: Error Reduction in Health Care: A Systems Approach to Improving Patient Safety.Martin D. Merry - 2001 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 38 (1):82-82.
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  21.  40
    The Semantics of Metaphor.Merrie Bergmann - 1979 - Journal of Aesthetics and Art Criticism 37 (4):498-501.
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  22.  74
    Bad Romance: A Crip Feminist Critique of Queer Failure.Merri Lisa Johnson - 2015 - Hypatia 30 (1):251-267.
    This article critiques Jack Halberstam's concept of queer failure through a feminist cripistemological lens. Challenging Halberstam's interpretation of Erika Kohut in The Piano Teacher as a symbol of postcolonial angst rather than a figure of psychosocial disability, the article establishes a critical coalition between crip feminist theory and queer-of-color theory to promote a materialist politics and literal-minded reading practice designed to recognize minority subjectivities rather than exploiting them for their metaphorical resonance. In asserting that Erika Kohut is better understood as (...)
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  23. Culture, Identity and Islamic Schooling: A philosophical approach.Michael S. Merry - 2007 - New York: Palgrave Macmillan.
    In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in three different Western countries. I examine in detail notions of cultural coherence, the scope of parental authority v. a child's interests, as well as the state's role in regulating religious schools. Further, using Catholic schools as an analogous case, I speculate on the likely future of (...)
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  24. Equality, Citizenship and Segregation: A defense of separation.Michael S. Merry - 2013 - New York: Palgrave Macmillan.
    In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I (...)
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  25. Majority-minority Educational Success Sans Integration: A Comparative-International View.Michael Merry - 2023 - The Review of Black Political Economy 50 (2):194-221.
    Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...)
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  26.  60
    Public Mental Health, Discourse and Safety: Articulating an Ethical Framework.Jennifer Smith-Merry - 2018 - Public Health Ethics 11 (2):165-178.
    This article positions ‘safety’ and ‘risk’ as key public health problems in mental health. I demonstrate that discourse about safety occurs extensively in relation to mental health, but it does not occur in a way where the mental health system gets any safer for the key actors involved. Ongoing unproductive discourse occurs because the different actors involved are speaking at cross purposes and about different things against the background of a ‘public’ discourse focused on safety crises. I map the general (...)
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  27. Educational Justice: Liberal ideals, persistent inequality and the constructive uses of critique.Michael S. Merry - 2020 - New York: Palgrave Macmillan.
    There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...)
  28.  41
    The Logic Book.Merrie Bergmann, James Moor, Jack Nelson & Merrie Bergman - 1982 - Journal of Symbolic Logic 47 (4):915-917.
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  29.  49
    Romano Guardini.Bruce Merry - 1969 - Philosophical Studies (Dublin) 18:192-196.
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  30. Stateless law : before, inside and outside the law of the state.Sally Engle Merry - 2015 - In Helge Dedek & Shauna Van Praagh, Stateless law: evolving boundaries of a discipline. Burlington, VT, USA: Ashgate.
     
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  31. Burgerschapseducatie zal ons niet redden.Michael S. Merry - 2021 - Pedagogiek 41 (3):272-295.
    In dit artikel onderzoek ik of de standaardbenaderingen van burgerschapsonderwijs in de Lage Landen geschikt zijn om jonge mensen voor te bereiden om de huidige politieke realiteiten tegemoet te treden, laat staan om onrecht te bestrijden. Ik laat zien waarom een nadruk op ‘democratische principes’ of de rechtsstaat de status quo waarschijnlijk niet zal veranderen zolang opvoeders er niet in slagen de aandacht voor de waarheid te cultiveren die nodig is om te kunnen oordelen over rivaliserende normatieve claims. Met name (...)
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  32. Educational Justice and the Gifted.Michael S. Merry - 2008 - Theory and Research in Education 6 (1):47-70.
    In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an (...)
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  33.  61
    Ethics for all: Differences across scientific society codes.Merry Bullock & Sangeeta Panicker - 2003 - Science and Engineering Ethics 9 (2):159-170.
    Ethics codes of a number of scientific societies across different disciplines promulgate ethical standards for responsible conduct in research and other professional activities. The content of these codes of ethics are compared on key dimensions of research, service or practice, and teaching in terms of the range and specificity of the activities these codes cover, and in the degree to which they are educational, aspirational or regulatory in purpose. The role of professional associations in educating, regulating, monitoring, and sanctioning their (...)
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  34.  94
    (1 other version)The logic book.Merrie Bergmann - 2003 - Boston, Mass.: McGraw-Hill. Edited by James Moor & Jack Nelson.
    This outstanding book is a leading text for symbolic or formal logic courses. All techniques and concepts are presented with clear, comprehensive explanations and numerous, carefully constructed examples. Its flexible organization (all chapters are complete and self-contained) allows instructors the freedom to cover the topics they want in the order they choose.
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  35. Cultural Coherence and the Schooling for Identity Maintenance.Michael S. Merry - 2005 - Journal of Philosophy of Education 39 (3):477-497.
    An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...)
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  36.  80
    Presupposition and two-dimensional logic.Merrie Bergmann - 1981 - Journal of Philosophical Logic 10 (1):27 - 53.
  37. Citizenship, Structural Inequality and the Political Elite.Michael Merry - 2018 - On Education 1 (1).
    Whatever the merits idealized liberal accounts of citizenship education may have in the seminar room, in this essay I argue that they are both unpersuasive and ineffectual. This is the case, because they are insufficiently attentive to the empirical realities, first (a) with respect to how real – versus imaginary – school systems function; and second, (b) with respect to the broader political context in which citizenship education policies are implemented. Because so much is already known about the former, I (...)
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  38.  99
    Theories Shaped Like Girls.Merri Lisa Johnson - 1999 - Inquiry: Critical Thinking Across the Disciplines 18 (3):39-52.
  39.  13
    The Development of intentional action: cognitive, motivational, and interactive processes.Merry Bullock (ed.) - 1991 - New York: Karger.
  40.  21
    Book Review: The Gold Standard: The Challenge of Evidence-Based Medicine and Standardization in Health Care.Martin D. Merry - 2004 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 41 (2):236-237.
  41. When are errors a crime?–lessons from New Zealand'.Alan Forbes Merry - 2007 - In Charles A. Erin & Suzanne Ost, The Criminal Justice System and Health Care. Oxford University Press.
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  42. Caught in a School Choice Quandary: What should an equity-minded parent do?Michael Merry - 2023 - Theory and Research in Education 21 (2):155-175.
    In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully (...)
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  43. The Philosopher and the Dialectician in Aristotle's Topics.David Merry - 2016 - History and Philosophy of Logic 37 (1):78-100.
    I claim that, in the Topics, Aristotle advises dialectical questioners to intentionally argue fallaciously in order to escape from some dialectically awkward positions, and I work through the consequences of that claim. It will turn out that, although there are important exceptions, the techniques for finding arguments described in Topics I–VII are, by and large, locations that Aristotle thought of as appropriate for use in philosophical inquiry. The text that grounds this claim, however, raises a further problem: it highlights the (...)
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  44. Constructing an Authentic Self: The challenges and promise of African-centered pedagogy.Michael Merry - 2008 - American Journal of Education 115 (1):35-64.
    Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black identity, (...)
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  45.  32
    Trust and responsibility in molecular tumour boards.David Merry, Christoph Schickhardt, Katja Mehlis & Eva C. Winkler - 2018 - Bioethics 32 (7):464-472.
    Molecular tumour boards (MTBs) offer recommendations for potentially effective, but potentially burdensome, molecularly targeted treatments to a patient's treating physician. In this paper, we discuss the question of who is responsible for ensuring that there is an adequate evidence base for any treatments recommended to a patient. We argue that, given that treating oncologists cannot usually offer a robust evaluation of the evidence underlying an MTB's recommendation, members of the MTB are responsible for ensuring that the evidence level is adequate. (...)
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  46.  55
    Seneca’s Argumentation and Moral Intuitionism.David Merry - 2021 - In Joseph Andrew Bjelde, David Merry & Christopher Roser, Essays on Argumentation in Antiquity. Cham: Springer. pp. 231-243.
    Walter Sinnott-Armstrong argues that moral disagreement and widespread moral bias pose a serious problem for moral intuitionism. Seneca’s view that we just recognise the good could be criticised using a similar argument. His approach to argumentation offers a way out, one that may serve as a model for a revisionary intuitionism.
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  47. Risk, Harm and Intervention: the case of child obesity.Michael S. Merry & Kristin Voigt - 2014 - Medicine, Health Care and Philosophy 17 (2):191-200.
    In this paper we aim to demonstrate the enormous ethical complexity that is prevalent in child obesity cases. This complexity, we argue, favors a cautious approach. Against those perhaps inclined to blame neglectful parents, we argue that laying the blame for child obesity at the feet of parents is simplistic once the broader context is taken into account. We also show that parents not only enjoy important relational prerogatives worth defending, but that children, too, are beneficiaries of that relationship in (...)
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  48.  45
    "Gangster Feminism: The Feminist Cultural Work of HBO's" The Sopranos".Merri Lisa Johnson - 2007 - Feminist Studies 33 (2):269-296.
  49. Can Intimacy Justify Home Education?Michael S. Merry & Charles Howell - 2009 - Theory and Research in Education 7 (3):363-381.
    Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive parents (...)
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  50. Whataboutism als Gesprächsstrategie?Michael S. Merry - 2024 - Philosophie 1.
    Whataboutism, eine weit verbreitete Argumentationsstrategie in Debatten über den Israel-Gaza-Krieg, lenkt oft durch Gegenfragen von der eigentlichen Kritik ab. Doch trotz seines schlechten Rufs kann Whataboutism auch positive Auswirkungen haben.
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