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Subcategories:History/traditions: Philosophy of Education
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  1. Warren R. Brown A. Berry Crawford (1971). Missing: A Viable Aim For American Education. Educational Theory 21 (4):407-417.
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  2. Michael George A. W. Vincent (1982). Development and Self‐Identity: Hegel's Concept of Education. Educational Theory 32 (3-4):131-141.
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  3. J. Mackenzie A. Wake (1975). Judgement and the Curriculum. Educational Theory 25 (4):359-361.
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  4. C. P. A. (1957). The Philosophy of Education. [REVIEW] Review of Metaphysics 11 (2):351-351.
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  5. Hansjörg Hohr Aagot Vinterbo‐Hohr (2006). The Neo‐Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's Thoughts on Education. Educational Philosophy and Theory 38 (2):215-230.
    Friedrich Schiller , German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of (...)
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  6. G. J. M. Abbarno (2001). Huckstering in the Classroom: Limits to Corporate Social Responsibility. [REVIEW] Journal of Business Ethics 32 (2):179 - 189.
    The familiar issue of corporate social responsibility takes on a new topic. Added to the list of concerns from affirmative action and environmental integrity is their growing contributions to education. At first glance, the efforts may appear to be ordinary gestures of communal good will in terms of providing computers, sponsoring book covers, and interactive materials provided by Scholastic Magazine. A closer view reveals a targeted market of student life who are vulnerable to commercials placed in these formats. Among the (...)
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  7. Ross Abbinnett (2010). Review of Nigel Tubbs, Education in Hegel. [REVIEW] Studies in Philosophy and Education 29 (1):89-96.
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  8. G. P. Abbott (1975). The Yellow Pages of Undergraduate Innovations. Teaching Philosophy 1 (1):95-95.
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  9. Peter Abbs (1994). The Educational Imperative: A Defence of Socratic and Aesthetic Learning. Falmer Press.
    The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama.
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  10. Peter Abbs (1983). English Within the Arts. A Radical Alternative for English and the Arts in the Curriculum. British Journal of Educational Studies 31 (3):278-279.
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  11. Peter Abbs (1979). Reclamations: Essays on Culture, Mass-Culture and the Curriculum. Heinemann Educational Books.
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  12. Gilbert Abcarian (1969). Ideology and Alienation: Conservative Images of The Liberal Academic Establishment. Educational Theory 19 (2):111-128.
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  13. G. Rasool Abduhu (1973). The Educational Ideas of Maulana Abul Kalam Azad. New Delhi,Sterling Publishers.
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  14. Donald C. Abel, Brenda Almond & Donald Hill (1992). Books for Review and for Iisting Here Should Be Addressed to the Review Editor: Eric Snider, Philosophy, Uni Versity of Toledo, Toledo, Ohio 43606, USA. Teaching Philosophy 15 (2).
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  15. Joseph Abinun (1977). Teaching and Personal Relationships. Educational Theory 27 (4):297-303.
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  16. G. C. Abiogu (2006). Islamic Philosophy of Education: An Appraisal. S.N.].
  17. Jesse Goodman Sarah Montgomery Connie Ables (2010). Rorty's Social Theory and the Narrative of U.S. History Curriculum. Education and Culture 26 (1):pp. 3-22.
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  18. Kathleen Knight Abowitz (2016). Imagining Democratic Futures for Public Universities: Educational Leadership Against Fatalism's Temptations. Educational Theory 66 (1-2):181-197.
    At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context (...)
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  19. Kathleen Knight Abowitz (2010). Qualifying My Faith in the Common School Ideal: A Normative Framework for Democratic Justice. Educational Theory 60 (6):683-702.
    In this essay, Kathleen Knight Abowitz makes the case that charter schooling can enable multiple publics to develop and create educational visions. Charter schooling policies can enable these publics to pursue these visions and agendas on behalf of both public and common educational goals as well as goals associated with particular identities and interests. This vision of a plural public sphere, with its movement away from purely state‐run traditional public schools, challenges the common school ideal that has been part of (...)
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  20. Kathleen Knight Abowitz (2008). On the Public and Civic Purposes of Education. Educational Theory 58 (3):357-376.
    In this review essay, Kathleen Knight Abowitz discusses three recent books related to democratic public life and schooling: Susan H. Fuhrman and Marvin Lazerson’s The Public Schools, Walter C. Parker’s Teaching Democracy: Unity and Diversity in Public Life, and Kevin McDonough and Walter Feinberg’s Education and Citizenship in Liberal‐Democratic Societies. Abowitz details how each text is inspired by meanings of liberal democracy that evolved during the Enlightenment era, in which individual rights were constitutionally coded and equality came to be a (...)
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  21. Kathleen Knight Abowitz (2002). Heteroglossia and Philosophers of Education. Educational Theory 52 (3):291-302.
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  22. Kathleen Knight Abowitz (1999). Reclaiming Community. Educational Theory 49 (2):143-159.
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  23. Kathleen Knight Abowitz & Jay Roberts (2007). The Fallacies of Flatness: Thomas Friedman's the World is Flat. Journal of Philosophy of Education 41 (3):471–481.
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  24. Natalie Abrams (1981). Teaching Bioethics. Teaching Philosophy 4 (2):166-168.
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  25. Natalie Abrams (1977). Teaching Medical Ethics. Teaching Philosophy 2 (3/4):309-318.
    How one goes about teaching medical ethics greatly depends upon one's interpretation of the discipline itself. Before discussing pedagogical isslIes, the primary focus ofthe paper, I will address the question of what "philosophical" medical ethics is and is not. I will then suggest some alternative approac:hes forincluding such material in a variety of different contexts, including courses geared toward philosophy students, those focusing on undergraduate students preparing for careers in one of the health care professions, and those actually within professional (...)
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  26. Stephen H. Aby (2007). Perspectives on Politics and Education Academic Freedom After September 11. Educational Studies 42 (2):185-189.
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  27. Maliha-Yamina Aby-Ayad, Low Achievement in Writing at Secondary School Lavel : The Case Study of Third -Year Literary and Philosophy Stream Learning.
    Low achievement in writing at secondary school lavel : the case study of third -year literary and philosophy stream learning.
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  28. Sandra Acker (1999). The Realities of Teachers' Work: Never a Dull Moment. British Journal of Educational Studies 47 (4):419-421.
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  29. Sandra Acker (1981). Sex Discrimination in Education: A Reply to Shaw. Journal of Philosophy of Education 15 (1):107–118.
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  30. Sandra Acker & David Warren Piper (1985). Is Higher Education Fair to Women? British Journal of Educational Studies 33 (3):302-303.
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  31. Victor Acker (2006). Célestin Freinet (1896-1966): L'Histoire d'Un Jeune Intellectuel. Harmattan.
    Célestin Freinet était un innovateur, et ses racines pédagogiques et intellectuelles expliquent les origines de ses idées, celles du Mouvement Freinet.
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  32. Russell L. Ackoff & Sheldon Rovin (2006). On the Ethical Use of Power and Political Behavior to Lead Systemic Change. In Francis M. Duffy (ed.), Power, Politics, and Ethics in School Districts: Dynamic Leadership for Systemic Change. Rowman & Littlefield Education
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  33. Stephanie Adair (2010). Narrative Identity and Moral Identity. Teaching Philosophy 33 (3):309-312.
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  34. Paul Adam (1900). La Morale de L'Education. --. E. Flammarion.
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  35. Rebecca Adami (2016). Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice. Studier I Pædagogisk Filosofi 4 (2):68-80.
    Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society (...)
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  36. Rebecca Adami (2014). Re‐Thinking Relations in Human Rights Education: The Politics of Narratives. Journal of Philosophy of Education 48 (2):293-307.
    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship (...)
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  37. Rebecca Adami & Marie Hållander (2015). Testimony and Narrative as a Political Relation: The Question of Ethical Judgment in Education. Journal of Philosophy of Education 49 (1):1-13.
    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in (...)
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  38. Christopher Adamo (2004). The Existentialists. Teaching Philosophy 27 (4):396-398.
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  39. A. Adams & W. Tulasiewicz (1996). The Crisis in Teacher Education: A European Concern? British Journal of Educational Studies 44 (2):218-218.
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  40. David Adams (1967). Problems in Education and Philosophy. Studies in Philosophy and Education 5 (1):6-24.
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  41. David Adams (1966). "Problems in Education and Philosophy" by Charles J. Brauner and Hobert Burns. Studies in Philosophy and Education 5 (1):6.
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  42. Don Adams (1971). Education and Modernization in Asia. British Journal of Educational Studies 19 (1):112-112.
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  43. E. M. Adams (1982). The Study of Human Nature. Teaching Philosophy 5 (4):319-321.
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  44. E. M. Adams (1981). Political Theory and Political Education. Teaching Philosophy 4 (1):77-79.
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  45. E. M. Adams (1979). Philosophical Education as Cultural Criticism. Teaching Philosophy 3 (1):1-11.
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  46. E. Maynard Adams (1969). Ethics and the Aims of Education. In William T. Blackstone & George L. Newsome (eds.), Education and Ethics. Athens, University of Georgia Press
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  47. Francis Adams & John Morley (1973). History of the Elementary School Contest in England. British Journal of Educational Studies 21 (2):238-239.
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  48. Frederick Adams (1992). The Future of Folk Psychology. Teaching Philosophy 15 (4):385-388.
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  49. Frederick Adams (1991). Mind-Body Identity Theories. Teaching Philosophy 14 (4):433-436.
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  50. Henry Adams (1927). The Education of Henry Adams an Autobiography. Houghton Mifflin.
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1 — 50 / 19752