Results for 'Tyson K. Cobb'

974 found
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  1.  12
    Wrong site surgery—where are we and what is the next step?Tyson K. Cobb - 2012 - In Zdravko Radman, The Hand. MIT Press. pp. 7--2.
  2. Propaganda and Pedagogy for Apt Pupils.Michael K. Potter & Cam Cobb - 2016 - In Jacob M. Held, Stephen King and Philosophy. Lanham: Rowman & Littlefield.
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  3.  9
    Marcuse's Challenge to Education.Tyson Lewis, Clayton Pierce & Daniel K. Cho - 2009 - Rowman & Littlefield Publishers.
    Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
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  4.  79
    Legal Statements as Conditional Directives.Charles K. Cobb - 1967 - Mind 76 (304):493 - 512.
  5.  26
    The fixational pause of the eyes.P. W. Cobb & F. K. Moss - 1926 - Journal of Experimental Psychology 9 (5):359.
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  6.  19
    The relation between extent and contrast in the liminal stimulus for vision.P. W. Cobb & F. K. Moss - 1927 - Journal of Experimental Psychology 10 (4):350.
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  7.  19
    Processing distinctions between stems and affixes: Evidence from a non-fluent aphasic patient.Lorraine K. Tyler, Susan Behrens, Howard Cobb & William Marslen-Wilson - 1990 - Cognition 36 (2):129-153.
  8.  35
    Kuczynski on Partial Knowledge and the Paradox of Analysis.Jeffrey Cobb - 2002 - Metaphilosophy 33 (5):597-601.
    John–Michael Kuczynski says the “paradox of analysis” can be resolved with the proper definition of “partial knowledge.” He says that this definition will not do: (K) S has partial knowledge of x = dfS knows some, but not all, of x’s parts. He offers an alternative account of incomplete or partial knowledge. I argue here that: (a) Kuczynski’s chief criticisms of (K) are defective; (b) his proposed solution to the paradox of analysis has no clear application to the paradox in (...)
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  9.  95
    Shaping Ethical Perceptions: An Empirical Assessment of the Influence of Business Education, Culture, and Demographic Factors.Yvette P. Lopez, Paula L. Rechner & Julie B. Olson-Buchanan - 2005 - Journal of Business Ethics 60 (4):341-358.
    Recent events at Enron, K-Mart, Adelphia, and Tyson would seem to suggest that managers are still experiencing ethical lapses. These lapses are somewhat surprising and disappointing given the heightened focus on ethical considerations within business contexts during the past decade. This study is designed, therefore, to increase our understanding of the forces that shape ethical perceptions by considering the effects of business school education as well as a number of other individual-level factors (such as intra-national culture, area of specialization (...)
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  10.  28
    The Century Yearbook 2021.G. Thomas Tanselle - 2022 - Common Knowledge 28 (2):305-306.
    It may seem odd to review a New York social club's yearbook, with its list of members’ addresses and series of committee reports. But such books sometimes contain material of more general interest. The latest one from the Century Association, for example, devotes 250 of its 685 pages to “Century Memorials”—that is, biographical sketches of recently deceased members, written by other members. Among the well-known figures taken up in these eighty-three sketches are the artists Richard Anuszkiewicz and Robert Motherwell; the (...)
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  11.  16
    Philosophy and religion; some contemporary perspectives.Jerry H. Gill - 1968 - Minneapolis,: Burgess Pub. Co..
    Reason and quest for revelation, by P. Tillich.--On the ontological mystery, by G. Marcel.--The problem of non-objectifying thinking and speaking, by M. Heidegger.--The problem of natural theology, by J. Macquarrie.--Metaphysical rebellion, by A. Camus.--Psychoanalysis and religion by E. Fromm.--Why I am not a Christian, by B. Russell.--The quest for being, by S. Hook.--The sacred and the profane; a dialectical understanding of Christianity, by T. J. J. Altizer.--Three strata of meaning in religious discourse by C. Hartshorne.--The theological task, by J. B. (...)
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  12.  19
    On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...)
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  13.  41
    Sand talk: how Indigenous thinking can save the world.Tyson Yunkaporta - 2019 - Melbourne, Victoria: Text Publishing.
    This remarkable book is about everything from echidnas to evolution, cosmology to cooking, sex and science and spirits to Schrodinger's cat. Tyson Yunkaporta looks at global systems from an Indigenous perspective. He asks how contemporary life diverges from the pattern of creation. How does this affect us? How can we do things differently? Sand Talk provides a template for living. It's about how lines and symbols and shapes can help us make sense of the world. It's about how we (...)
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  14.  66
    Exopedagogy: On pirates, shorelines, and the educational commonwealth.Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (8):845-861.
    In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus (...)
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  15.  32
    The Fundamental Ontology of Study.Tyson E. Lewis - 2014 - Educational Theory 64 (2):163-178.
    In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, (...)
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  16.  16
    Inoperative learning: a radical rewriting of educational potentialities.Tyson E. Lewis - 2018 - New York, NY: Routledge is an imprint of the Taylor & Francis Group, an Informa Business.
    Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...)
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  17.  21
    Where are the women?: why expanding the archive makes philosophy better.Sarah Tyson - 2018 - New York: Columbia University Press.
    Reclamation strategies -- Conceptual exclusion -- Reclamation from absence -- Insults and their possibilities -- From exclusion to reclamation -- Injuries and usurpations.
  18.  10
    Walter Benjamin's antifascist education: from riddles to radio.Tyson E. Lewis - 2020 - Albany: State University of New York Press.
    Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, (...)
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  19.  51
    Educational States of Suspension.Tyson E. Lewis & Daniel Friedrich - 2016 - Educational Philosophy and Theory 48 (3).
    In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...)
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  20.  62
    Does believing that everyone else is less ethical have an impact on work behavior?Thomas Tyson - 1992 - Journal of Business Ethics 11 (9):707 - 717.
    Researchers consistently report that individuals see themselves acting far more ethically than comparable others when confronted with ethically uncertain work-related behaviors. They suggest that this belief encourages unethical conduct and contributes to the degeneration of business ethics; however, they have not specifically investigated the consequences of this belief. If undesirable work behaviors actually do occur, educators and other ethics advocates would be strongly encouraged to dispel this widely held notion.In the present study, data was collected from college students and practicing (...)
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  21. Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence.Tyson E. Lewis - 2011 - Studies in Philosophy and Education 30 (6):585-599.
    In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at (...)
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  22.  55
    Rousseau and the fable: Rethinking the fabulous nature of educational philosophy.Tyson E. Lewis - 2012 - Educational Theory 62 (3):323-341.
    In this essay Tyson Lewis reevaluates Jean-Jacques Rousseau's assessment of the pedagogical value of fables in Emile's education using Giorgio Agamben's theory of poetic production and Thomas Keenan's theory of the inherent ambiguity of the fable. From this perspective, the “unreadable” nature of the fable that Rousseau exposed is not simply the result of a child's innocence or developmental immaturity, but is rather a structural quality of the fable as such. Moving from a discussion of Rousseau's description of the (...)
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  23.  37
    (1 other version)Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (2).
    In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...)
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  24.  22
    Remembering and Antifascist Education: A Response to My Critics.Tyson E. Lewis - 2022 - Ethics and Education 17 (3):368-371.
    This article is a short response to two reviews of the book Walter Benjamin’s Antifascist Education: From Riddles to Radio by Tyson E. Lewis. It discusses the role of aesthetics and memory in cultivating antifascist potentialities in children.
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  25.  15
    Notes on notes on notes.Tyson E. Lewis & Chris Moffett - 2021 - Educational Philosophy and Theory 53 (13):1359-1387.
    More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that (...)
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  26.  47
    Education and the Immunization Paradigm.Tyson E. Lewis - 2009 - Studies in Philosophy and Education 28 (6):485-498.
    In this paper I chart the origins of modern day “biopedagogy” through an analysis of two historically specific figures of abnormality: the nervous child and the degenerate. These two figures form the positive and negative surfaces of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical reversal of life into death and thus unsustainable (...)
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  27.  14
    Can One Teach Tact?Tyson Lewis - 2018 - Philosophy of Education 74:310-314.
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  28.  71
    A Moderate Hermeneutical Approach to Empathy in History Education.Tyson Retz - 2015 - Educational Philosophy and Theory 47 (3):214-226.
    The concept of empathy in history education involves students in the attempt to think within the context of historical agents’ particular predicaments. Tracing the concept’s philosophical heritage to R. G. Collingwood’s philosophy of history and ‘re-enactment doctrine’, this article argues that our efforts in history classrooms to understand historical agents by their own standards are constrained by a tension that arises out of the need to disconnect ourselves from a present that provides the very means for understanding the past. Though (...)
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  29.  82
    Mapping the Constellation of Educational Marxism(s).Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (s1):98-114.
    In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...)
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  30.  36
    Why Re-enactment is not Empathy, Once and for All.Tyson Retz - 2017 - Journal of the Philosophy of History 11 (3):306-323.
  31.  69
    Biopolitical utopianism in educational theory.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (7):683–702.
    In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...)
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  32.  19
    Should “The Metaphysics of Man” Be a Sixth Branch of Objectivist Philosophy?David Tyson - 2022 - Journal of Ayn Rand Studies 22 (1):136-164.
    ABSTRACT The author proposes to convert Ayn Rand’s theory of man into a sixth branch of her Objectivist philosophy called the metaphysics of man. This branch would be distinct from both the metaphysics of reality and epistemology. Along with consolidating all the axioms about the fundamental nature of man, this new framework will simplify and clarify the structure of Objectivism.
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  33.  21
    Philosophy Imprisoned: The Love of Wisdom in the Age of Mass Incarceration.Sarah Tyson & Joshua M. Hall - 2014 - Lexington Books.
    Editors Sarah Tyson and Joshua M. Hall convene an international group of philosophical thinkers—from both inside and outside prison walls—who draw on a variety of historical figures and critical perspectives to think about prisons in our new historical era.
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  34.  86
    The Architecture of Potentiality: Weak Utopianism and Educational Space in the Work of Giorgio Agamben.Tyson Edward Lewis - 2012 - Utopian Studies 23 (2):355-373.
    Italian critical theorist Giorgio Agamben is well known for his rigorous attempts to redefine political, aesthetic, and theological concepts through messianic categories. For Agamben, the messianic is not concerned with perpetual waiting for a savior to come and redeem the world. Rather, it concerns the radically open potentiality for action within the contemporary moment. While the temporality of the messianic moment has been emphasized both by Agamben and by the vast secondary literature that has provided ample reflections on his body (...)
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  35. Teaching with Pensive Images: Rethinking Curiosity in Paulo Freire's Pedagogy of the Oppressed.Tyson E. Lewis - 2012 - Journal of Aesthetic Education 46 (1):27-45.
    Often when I am teaching philosophy of education, my students begin the process of inquiry by prefacing their questions with something along the lines of "I'm just curious, but . . . ." Why do we feel compelled as teachers and as students to express our curiosity as just curiosity? Perhaps there is a slight embarrassment in proclaiming our curiosity, which, in its strongest formulation, appears to be too assertive, too aggressive, or too inappropriate to speak in public in front (...)
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  36. A multidimensional framework for interpreting conceptual change events in the classroom.Louise M. Tyson, Grady J. Venville, Allan G. Harrison & David F. Treagust - 1997 - Science Education 81 (4):387-404.
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  37.  61
    A Genealogy of Life and Death.Tyson E. Lewis - 2013 - Radical Philosophy Review 16 (1):237-252.
    In this paper, Tyson E. Lewis theorizes an alternative genealogy of biopolitics that enables us to historicize three distinct phases of the dialectic of life and death within overall transformations of the social and material relations of production. Freud, Marcuse, and Agamben each signal decisive transformations from death to life, life to death, and now the indistinction of death and life in a state of exception. In conclusion, Lewis argues for a new politics that does not simply champion one (...)
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  38.  55
    Philosophy—aesthetics—education: Reflections on dance.Tyson Lewis - 2007 - Journal of Aesthetic Education 41 (4):53-66.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy—Aesthetics—Education:Reflections on DanceTyson Lewis (bio)To create is to lighten, to unburden life, to invent new possibilities of life. The creator is legislator—dancer.—Gilles Deleuze, Pure ImmanenceThe Italian philosopher Giorgio Agamben is perhaps best known for his ongoing interest in the problem of "biopower." Taking up where Michel Foucault ended, Agamben argues that the principle political and philosophical questions of the moment concern the connections between life and power. In this (...)
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  39.  84
    The Future of the Image in Critical Pedagogy.Tyson E. Lewis - 2010 - Studies in Philosophy and Education 30 (1):37-51.
    Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire’s use of artist Francisco Brenand’s illustrations for his culture circles. In this essay I will return to Freire’s original description of the relationship between fine art images and conscientizacao in order to map out the future of the image in critical pedagogy. This return to the origin (...)
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  40. Education in the realm of the senses: Understanding Paulo Freire's aesthetic unconscious through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...)
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  41.  44
    Persons and Awareness.Tyson Anderson - 2003 - Buddhist-Christian Studies 23 (1):101-116.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 101-116 [Access article in PDF] Persons and Awareness Tyson Anderson Saint Leo University The aim of this essay is to relate Christianity and Buddhism through a consideration of two key terms, "persons" and "awareness," the first being central for Christianity and the second being central for Buddhism.The first thing that needs to be noticed is the relatively indefinable character of these words. I of (...)
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  42.  12
    Ontological aspects of early Jewish anthropology: the malleable self and the presence of God.Tyson L. Putthoff - 2017 - Boston: Brill.
    In Ontological Aspects of Early Jewish Anthropology, Tyson L. Putthoff combines contemporary theory and sound exegesis to understand early Jewish beliefs about how the human self reacts ontologically in God s presence.".
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  43.  10
    Cinema Derrida: the law of inspection in the age of global spectral media.Tyson Stewart - 2020 - New York: Peter Lang.
    Cinema Derrida charts Jacques Derrida's collaborations and appearances in film, video, and television beginning with 1983's Ghost Dance (dir. Ken McMullen, West Germany/UK) and ending with 2002's biographical documentary Derrida (dir. Dick and Ziering, USA). In the last half of his working life, Derrida embraced popular art forms and media in more ways than one: not only did he start making more media appearances after years of refusing to have his photo taken in the 1960s and 1970s, but his philosophy (...)
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  44.  7
    Beautiful resistance: the joy of conviction in a culture of compromise.Jon Tyson - 2020 - Colorado Springs, CO: Multnomah.
    Seeing so much heartache in the world, and so much compromise within the Church, Jon Tyson believes we must redouble our efforts to build a community of hope that is stronger than the hollow culture around us. Tyson invites readers to pursue key disciplines and rhythms through truths such as: worship must be stronger than idolatry, rest must be stronger than exhaustion, and hospitality must be stronger than fear, principles that will make them spiritually stronger than the enchanting (...)
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  45.  32
    Faith's knowledge: explorations into the theory and application of theological epistemology.Paul G. Tyson - 2013 - Eugene, Oregon: Pickwick Publications.
    Can we know truth even though certain proof is unattainable? Can we be known by Truth? Is there a relationship between belief and truth, and if so, what is the nature of that relationship? Do we need to have faith in reason and in real meaning to be able to reason towards truth? These are the sorts of questions this book seeks to address. In Faith's Knowledge, Paul Tyson argues that all knowledge that aims at truth is always the (...)
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  46.  16
    Licensing Laws and Animal Welfare: The Legal Protection of Wild Animals.Elizabeth Tyson - 2020 - Springer Verlag.
    This book considers the efficacy of the common regulatory model of the licensing regime as a means of regulating animal use in England, with a particular focus on wild animals and the regime’s ability to ensure animal welfare needs are met. Using information gleaned from over 550 inspection reports relating to the period 2008 through 2019, obtained using FOI Act requests, the book analyses the extent to which animals used by these industries are protected by law. Tyson analyses the (...)
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  47. Right story, wrong story: how to have fearless conversations in hell.Tyson Yunkaporta - 2025 - New York: HarperOne.
    Continuing the work of the award-winning Sand Talk, Tyson Yunkaporta casts an Indigenous lens on contemporary society, challenging us to face conflict and embrace conversation to find our way onto the right track"-- Provided by publisher.
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  48.  90
    Experiments in Responsibility: Pocket Parks, Radical Anti-Violence Work, and the Social Ontology of Safety.Sarah Tyson - 2014 - Radical Philosophy Review 17 (2):421-434.
    Sex offender registries have given way to residency restrictions for people convicted of sex crimes in many communities in the US. Research suggests, however, that such restrictions can actually undermine the safety of the communities they are ostensibly meant to protect. Drawing on the work of Judith Butler, this essay explores why such restrictions, and strategies like them, fail and are bound to fail. Then, it considers the work of generationFIVE, an organization that seeks to eliminate child sexual abuse in (...)
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  49.  46
    It’s a Profane Life: Giorgio Agamben on the freedom of im-potentiality in education.Tyson Edward Lewis - 2014 - Educational Philosophy and Theory 46 (4):334-347.
    In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational system where some students (...)
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  50. Wittgenstein and nāgārjuna's paradox.Tyson Anderson - 1985 - Philosophy East and West 35 (2):157-169.
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