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Books on the topic 'Reflection (Philosophy) Self-knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Johns, Christopher. Guided reflection: Advancing practice. Oxford: Blackwell Science, 2002.

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2

The mirror of the self: Sexuality, self-knowledge, and the gaze in the early Roman Empire. Chicago: University of Chicago Press, 2006.

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3

The tain of the mirror: Derrida and the philosophy of reflection. Cambridge, Mass: Harvard University Press, 1986.

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4

Piłat, Robert. Powinność i samowiedza: Studia z filozofii praktycznej = Obligation and self-knowledge : studies in practical philosophy. Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego, 2013.

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5

Ri︠a︡bushkina, Tatʹi︠a︡na Mikhaĭlovna. Poznanie i refleksii︠a︡. Moskva: Kanon+, 2014.

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6

Conversations about reflexivity. Abingdon, Oxon: Routledge, 2010.

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7

Holz, Hans Heinz. Widerspiegelung. Bielefeld: Transcript, 2003.

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8

1955-, Thompson Neil, ed. The critically reflective practitioner. New York: Palgrave Macmillan, 2008.

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9

Christopher, Johns, and Johns Christopher, eds. Guided reflection: A narrative approach to advancing professional practice. 2nd ed. Chichester, West Sussex: Blackwell Pub., 2010.

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10

Shakespeare's courtly mirror: Reflexivity and prudence in All's well that ends well. Newark: University of Delaware Press, 1993.

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11

The reflexive imperative in late modernity. New York: Cambridge University Press, 2012.

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12

Die Logik des europäischen Traums: Eine systemtheoretische Vision. Sankt Augustin: Academia, 2014.

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13

Frontisi-Ducroux, Françoise. Dans l'œil du miroir. Paris: Editions Odile Jacob, 1997.

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14

Beginning reflective practice. Cheltenham: Nelson Thornes, 2003.

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15

Taylor, Beverley J. Reflective practice: A guide for nurses and midwives. Buckingham: Open University Press, 2000.

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16

Smith, Frank. Ourselves. London: Taylor and Francis, 2006.

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17

Ourselves: Why we are who we are : a handbook for educators. Mahwah, N.J: Lawrence Erlbaum Ass., 2006.

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18

Leigh, Fiona, ed. Self-Knowledge in Ancient Philosophy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198786061.001.0001.

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In a tradition inspired by the Delphic injunction to ‘know thyself’, ancient philosophical works contain a variety of treatments of self-knowledge—of knowing the content of certain kinds of one’s own thought, or knowing one’s own status as a knower or moral agent. This book draws together contributions from an international collection of scholars working in ancient philosophy, and explores self-knowledge in ancient thought in Plato, Aristotle, Hellenistic thinkers, and Plotinus, noting continuities and discontinuities with its contemporary counterpart. The nature and structure of ancient self-knowledge is investigated in different thinkers—whether it is higher-order or a kind of self-presence, consists in a synoptic view or is diachronic, is arrived at directly via self-perception or some other kind of grasp, or mediated by dialogue or friendship with others. So too the book enquires into the relation of self-knowledge to virtue or tranquillity, either as a condition on attaining that state, or a result of the agent’s development, resulting from a process of effortful reflection.
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19

Gardner, Fiona, and Jan Fook. Practising Critical Reflection. Open University Press, 2007.

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20

Johns, Christopher, Aileen Joiner, Alexia Stenning, Yvonne Latchford, and Bella Madden. Guided Reflection: Advancing Practice. Wiley & Sons, Incorporated, John, 2009.

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21

Johns, Christopher. Guided Reflection: Advancing Practice. Blackwell Publishing Limited, 2002.

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22

(Editor), Michael Reynolds, and Russ Vince (Editor), eds. Organizing Reflection. Ashgate Publishing, 2004.

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23

Johns, Christopher. Guided Reflection: A Narrative Approach to Advancing Professional Practice. Wiley & Sons, Incorporated, John, 2010.

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24

Johns, Christopher. Guided Reflection: A Narrative Approach to Advancing Professional Practice. Wiley & Sons, Incorporated, John, 2011.

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25

Johns, Christopher. Guided Reflection: A Narrative Approach to Advancing Professional Practice. Wiley & Sons, Incorporated, John, 2011.

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26

Scotford, Archer Margaret, ed. Conversations about reflexivity. Abingdon, Oxon: Routledge, 2010.

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27

The Structure of Human Reflexion: The Reflexional Psychology of Vladimir Lefebvre (American University Studies Series VIII, Psychology). Peter Lang Pub Inc, 1990.

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28

Dimensionen des Selbst: Selbstbewusstsein, Reflexivität und die Bedingungen von Kommunikation. Frankfurt am Main: Suhrkamp, 1991.

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29

James, Calderhead, and Gates Peter, eds. Conceptualizing reflection in teacher development. London: Washington, D.C., 1993.

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30

Littérature, modernité, réflexivité: Conférences du séminaire de littérature comparée de l'université de la Sorbonne nouvelle. Paris: Champion, 2002.

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31

(Editor), Julia Gentleman Byers, and Michele Forinash (Editor), eds. Educators, Therapists, and Artists on Reflective Practice (Lesley College Series in Arts and Education, Vol. 7). Peter Lang Publishing, 2003.

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32

Semenovich, Ladenko Iosaf, and Institut istorii, filologii i filosofii (Akademii͡a︡ nauk SSSR), eds. Problemy logicheskoĭ organizat͡s︡ii refleksivnykh prot͡s︡essov: Tezisy dokladov i soobshcheniĭ k nauchno-metodicheskoĭ konferent͡s︡ii, 2-4 dekabri͡a︡ 1986 g. Novosibirsk: [s.n.], 1986.

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33

(Contributor), Christopher Johns, Eleanor Gully (Contributor), Susan James (Contributor), Louise Jarrett (Contributor), Helen H. Hardy (Contributor), Ruth Morgan (Contributor), Dawn Freshwater (Editor), and Amanda Howarth (Editor), eds. Transforming Nursing Through Reflective Practice. 2nd ed. Blackwell Publishing Limited, 2005.

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34

Freshwater, Dawn, and Christopher Johns. Transforming Nursing Through Reflective Practice. Wiley & Sons, Incorporated, John, 2009.

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35

Christopher, Johns, and Freshwater Dawn, eds. Transforming nursing through reflective practice. Osney Mead, Oxford: Blackwell Science, 1998.

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36

(Editor), Robert F. Weir, Susan C. Lawrence (Editor), and Evan Fales (Editor), eds. Genes and Human Self-Knowledge: Historical and Philosophical Reflections on Modern Genetics. University Of Iowa Press, 1994.

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37

1943-, Weir Robert F., Lawrence Susan C, and Fales Evan 1943-, eds. Genes and human self-knowledge: Historical and philosophical reflections on modern genetics. Iowa City: University of Iowa Press, 1994.

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38

DN, Burns Sarah, and Bulman Chris, eds. Reflective practice in nursing: The growth of the professional practitioner. 2nd ed. Oxford: Blackwell Scientific, 2000.

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39

Reflective Practice in Nursing: The Growth of the Professional Practitioner. 2nd ed. Blackwell Publishers, 2000.

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40

Devetak, Richard. Crisis and Critique. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823568.003.0005.

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This chapter provides an exposition of critical international theory as currently expressed and practised. It situates the discussion in perception of disciplinary and global crisis, arguing that crisis is a condition of theoretical critique and critical international theory itself. The chapter discusses the link between knowledge and interests, in which critical international theory’s engagement with the philosophical exercise of self-reflection is a fundamental process of Kantian Enlightenment. The chapter then elaborates the various ways critical international theorists have conceived emancipation and political transformation. The normative, sociological, and praxeological dimensions of critical international theory are considered in relation to the emancipatory rethinking and restructuring of international relations. As a form of reflexive social philosophy in which meta-theoretical imperatives to problematize the self are privileged, mastering dialectical philosophy was and remains essential to the formation of the critical persona in whom critique is both a theoretical attitude and a lived experience.
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41

Palmer, Anthony M., and Sarah Burns. Reflective Practice in Nursing: The Growth of the Professional Practitioner. Blackwell Science Inc, 1994.

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42

M, Palmer Anthony, Burns Sarah DN, and Bulman Chris, eds. Reflective practice in nursing: The growth of the professional practitioner. Oxford: Blackwell Scientific Publications, 1994.

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43

Beginning Reflective Practice. Cengage Learning, 2013.

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44

Beginning Reflective Practice. Cengage Learning, 2013.

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45

Zamir, Tzachi, ed. Shakespeare's Hamlet. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190698515.001.0001.

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Hamlet has long been recognized as concerned with fundamental philosophical issues about identity, responsibility, intimacy, mourning, and agency. How is the play’s address to these issues structured by its distinctively powerful literary-dramatic form and language? What might philosophy have to learn from its mode of address? Is such learning affected by Hamlet being not merely literature, but literature designed to be embodied and voiced on a stage? And what light, in turn, might attention to philosophical themes cast on the play’s development and interest, in other words, does literary criticism gain or lose when tempted to employ literary works as gateways enabling abstract reflection? This book brings together a team of leading literary scholars and philosophers who were invited to probe philosophical dimensions of Shakespeare’s Hamlet. Authors diverge in what they focus on: what is shown by Hamlet’s words, what is shown by Hamlet (despite his words), what is shown by Hamlet, what is shown by Hamlet’s interpreters. “Philosophy in literature” does not, accordingly, possess a consistent meaning throughout this volume. Some essays inquire into Hamlet’s own insights. Others assess the significance of philosophy’s literary-dramatic framing by this play. Still others trace the philosophically relevant underpinnings exposed by historical transformations in Hamlet’s reception. Subjectivity, knowledge, sex, grief, self-theatricalization—these are but some of the topics examined in overlapping ways in the emerging symposium.
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46

Steffy, Betty E., Fenwick W. English, Larry E. Frase, Carolyn J. Downey, and William K. Poston. The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time. Corwin Press, 2004.

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47

J, Downey Carolyn, ed. The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousand Oaks, Calif: Corwin Press, 2004.

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48

Steffy, Betty E., Fenwick W. English, Larry E. Frase, Carolyn J. Downey, and William K. Poston. The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time. Corwin Press, 2004.

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49

Jasper, Melanie. Beginning Reflective Practice: Foundations in Nursing and Health Care (Foundations in Nursing & Health Care). Nelson Thornes, 2003.

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50

Dadlez, E. M., ed. Jane Austen's Emma. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190689414.001.0001.

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Legend has it that, when asked whether he still read novels, the philosopher Gilbert Ryle responded “Yes, all six, every year,” referring to Jane Austen’s six completed works. Her novels have invited an unusual degree of explicitly philosophical attention from scholars, none more so than Emma. That is unsurprising, given that Austen’s writing invariably addresses questions about virtue and vice, human interaction and rivalry, motivation and commitment, presenting readers with ethical and other dilemmas set in a variety of naturalistic contexts. Questions about social and economic class and social obligations are raised. Austen reflects on self-knowledge and self-awareness, considers how it is that people justify their convictions, and investigates both the nature and the effects of imagination and emotion on human conduct and choices. She dwells on the ways in which evidence is taken note of or disregarded, and the effects of biases on decision and action. Accordingly, many philosophers have a decided soft spot for Austen, and reading Austen is often held to promote philosophical reflection. Emma offers particular opportunities for such reflection, evident when style as well as content is considered. Emma’s radically experimental presentation of events through the distorting lens of the protagonist’s mind, what is now referred to as free indirect style, foregrounds Austen’s then-unique blending of third- and first-person points of vantage. Such narratival perspective-shifting presents unique opportunities for insight and reflection. Among Emma’s manifold stylistic innovations are also the hilariously Joycean stream-of-consciousness monologues, capturing in an instant a portrait of character, state of mind, and motivations.
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