Academic literature on the topic 'Smith, Adam (Philosoph)'

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Journal articles on the topic "Smith, Adam (Philosoph)"

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Campagnolo, Gilles. "Du «spectateur impartial» au «travailleur impartial», un commentaire sur la relation entre philosophie morale et économie politique chez Adam Smith selon Jean Mathiot." Dialogue 50, no. 3 (2011): 469–509. http://dx.doi.org/10.1017/s0012217311000515.

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ABSTRACT: As Smith freed moral philosophy from former control bodies (the Church, the state), the Scottish philosopher opened the field for a scientific political economy. In hisAdam Smith. Philosophie et économie(Paris, Presses universitaires de France, 1990, p. 45), Jean Mathiot asked :«Should then one wonder that his [Smith’s] audacious stand became the historical grounding stone for political economy, then bringing recognition as an objectively-grounded field of knowledge?»Mathiot’s text and thought have been little debated to this day; this essay is meant to fill that gap, in particular w
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Radcliffe, Elizabeth S., and D. D. Raphael. "Adam Smith." Philosophical Review 96, no. 4 (1987): 612. http://dx.doi.org/10.2307/2185403.

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Isenmann, Moritz. "Die langsame Entstehung eines ökonomischen Systems. Konkurrenz und freier Markt im Werk von Adam Smith." Historische Zeitschrift 307, no. 3 (2018): 655–91. http://dx.doi.org/10.1515/hzhz-2018-0034.

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Zusammenfassung Bis in die 1970er Jahre wurde Adam Smith auf der Grundlage seiner 1776 erschienenen Abhandlung über den „Wealth of Nations“ vor allem als geistiger Vater der Wirtschaftswissenschaften und Befürworter eines freien, deregulierten Markts angesehen. Sein moralphilosophisches Werk, die „Theorie der ethischen Gefühle“ von 1759, fand hingegen kaum Beachtung. Zudem wurde ein Bruch zwischen Smiths beiden Hauptwerken ausgemacht: Während in der „Theory“ das Wohlwollen gegenüber den Mitmenschen im Zentrum der Überlegungen gestanden habe, sei Smith in seinem ökonomischen Werk nunmehr vom in
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Walters, Kerry S. "Adam Smith." Teaching Philosophy 10, no. 1 (1987): 76–78. http://dx.doi.org/10.5840/teachphil198710116.

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Fleischacker, Samuel. "Adam Smith and cultural relativism." Erasmus Journal for Philosophy and Economics 4, no. 2 (2011): 20. http://dx.doi.org/10.23941/ejpe.v4i2.79.

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This paper explores the presence of both relativistic and universalistic elements in Adam Smith’s moral philosophy. It argues that Smith is more sympathetic to the concerns of anthropologists than most philosophers have been, but still tries to uphold the possibility of moral judgments that transcend cultural contexts. It also argues that the tensions between these aspects of his thought are not easy to resolve, but that Smith’s sensitivity to the issues that give rise to them makes him a useful figure with whom to think through the relationship between anthropology and moral philosophy to thi
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Smith, Craig. "Adam Smith on Philosophy and Religion." Ruch Filozoficzny 74, no. 3 (2018): 23. http://dx.doi.org/10.12775/rf.2018.025.

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Grzeliński, Adam Jerzy, and Anna Markwart. "David Hume i Adam Smith o sympatii." Studia z Historii Filozofii 13, no. 2 (2022): 33–53. http://dx.doi.org/10.12775/szhf.2022.008.

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Artykuł zawiera porównanie dwóch koncepcji sympatii, autorstwa Davida Hume’a i Adama Smitha. Chociaż w obu systemach filozoficznych pojęcie topełni centralną rolę, jej znaczenie jest nieco inne. Drobiazgowe analizy teoriopoznawcze Hume’a pozwalają na wyodrębnienie w jego filozofii trzech płaszczyzn opisu: zdroworozsądkowy, mechanicystyczny i fenomenalistyczny, przy czym sympatia pełni na każdej z nich nieco odmienną rolę. Smith dostrzegł centralne znaczenie tego pojęcia w Hume’owskiej koncepcji umysłu i uczuć, a także zaadoptował je w swej teorii uczuć moralnych, ale brak u niego subtelnych an
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Thomas, Alex M. "Adam Smith on the Philosophy and Provision of Education." Journal of Interdisciplinary Economics 30, no. 1 (2017): 105–16. http://dx.doi.org/10.1177/0260107917728597.

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This article examines the views of Adam Smith on the philosophy and provision of education. On the basis of his Theory of Moral Sentiments and other writings, it becomes clear that Smith views education, conceived broadly to include both the learning of ‘wisdom’ and ‘moral sentiments’, as central to a prosperous or flourishing society. Education, in Smith’s view, is not restricted to formal institutions of education but also includes social learning—that between parents and children, and the learning arising from friendships. For Smith, education is a social process. Smith also discusses the i
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Wilson, David, and William Dixon. "Das Adam Smith Problem." Journal of Critical Realism 5, no. 2 (2006): 251–72. http://dx.doi.org/10.1558/jocr.v5i2.251.

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10

Picon, Dorothée. "« Adam Smith est avant tout un philosophe »." Sciences Humaines N°179, no. 2 (2007): 12. http://dx.doi.org/10.3917/sh.179.0012.

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