Robert Keith Shaw Guangdong University of Foreign Studies (GDUFS)
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About me
Robert Shaw is a professor of management at Guangdong University of Foreign Studies in the Pearl River area of Southern China. Robert Shaw's research is in the philosophy of management, social ontology, and the philosophy of education. He completed undergraduate and graduate training at Massey University, Victoria University of Wellington and the University of Auckland. His doctoral thesis, which was completed at the University of Auckland in 2010, draws upon the work of Martin Heidegger and enquires into the nature of physics and physics education. Robert taught in secondary schools, teachers’ colleges and universities in New Zealand and overseas. He was an official in the Ministry of Education and the Ministry of Research, Science and Technology. For eighteen years Robert was an elected member of the Porirua City Council or the Wellington Regional Council.More information is at http://shaw.org.nz/.
My works
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  1. Robert Keith Shaw & Guo-Hai Chen (2014). Laughing in Chinese. [REVIEW] Humor 27 (1):167-170.
    Santangelo, Paulo (ed.). 2012.Laughing in Chinese.Rome: Aracne Editrice. 472pp. €26. ISBN 97888 548 46203. This book of 15 papers is divided into four parts: humor in Chinese and Japanese literary works, examples of comic literature, the moral involvement of humor, and the psychology of humor. Santangelo provides a substantial introduction to smiles and laughter in the Chinese context and also to the papers in his book (pp. 5–28). This structure lends itself to a description and analysis of smiling and laughing (...)
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  2. Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...)
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  3. Robert Shaw (2011). Heidegger's Technologies: Postphenomenological Perspectives (Perspectives in Continental Philosophy) - By D. Ihde. Educational Philosophy and Theory 43 (s1):135-135.
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  4. Robert Keith Shaw (2011). Heidegger's Hermeneutic Method in Tertiary Education. In Fowler Pip, Strongman Luke & Kobeleva Polly (eds.), Writing the Future. Tertiary Writing Network.
    Heidegger’s hermeneutic method and his account of pedagogy are useful in teaching students how to think and write. This paper interprets the method of thinking which Martin Heidegger taught to his students and indicates strategies that have been used to introduce that method to New Zealand students in an online course. The method appears to philosophers as a technique of conceptual analysis, although Heidegger may not have agreed with that characterisation or its use in this way. To tertiary teachers it (...)
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  5. Robert Keith Shaw (2011). The Reformation of Business Education: Purposes and Objectives. In Proceedings of 2011 Conference of the New Zealand Assoication of Applied Business Education. Nelson, New Zealand, 11 October 2011. New Zealand Association of Applied Business Education.
    Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between (...)
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  6. Robert Keith Shaw (2011). Understanding Public Organisations: Collective Intentionality as Cooperation. In Proceedings of the 2011 Conference of the Philosophy of Education Society of Australasia. Auckland, New Zealand. Philosophy of Education Society of Australasia.
    This paper introduces the concept of collective intentionality and shows its relevance when we seek to understand public management. Social ontology – particularly its leading concept, collective intentionality – provides critical insights into public organisations. The paper sets out the some of the epistemological limitations of cultural theories and takes as its example of these the group-grid theory of Douglas and Hood. It then draws upon Brentano, Husserl and Searle to show the ontological character of public management. Modern public institutions (...)
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  7. Robert Keith Shaw & Ashish Malik (2011). Proceedings of the Australia and New Zealand Academy of Management Conference, 2011. ANZAM.
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  8. Robert Keith Shaw & Ashish Malik (2011). The Phenomenology of Union Decision-Making: A New Way to Enquire Into Reality. In Proceedings of the Australia and New Zealand Academy of Management Conference, 2011. ANZAM.
    This paper inaugurates a discussion about the phenomenology of union decision-making. Phenomenology provides a new lens that may enable us to gain penetrating insights into how unions function in the fractious world of human resources management. The present paper is preliminary to any fieldwork that may be undertaken. Its main purposes are to identify theory that could be the foundation of further practical work, relate recent work in the phenomenology of management to union practices and to propose directions of enquiry. (...)
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  9. Robert Keith Shaw (2010). Husserl's Phenomenological Method in Management. In Proceedings of the ANZAM conference, Adelaide, Australia. Australia and New Zealand Academy of Management.
    There is a palpable need for a new theory that embraces organisations and management – the hegemony of scientific theories is at an end. This paper argues that the phenomenological method which Husserl inaugurates has the potential to provide new insights. Those who adopt a phenomenological attitude to their situation within a business can explore unusual, and as yet unseen, depths within phenomena. The paper introduces Husserl’s method which requires the development of skills and a thoroughgoing rejection of scientific methods (...)
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  10. Robert Keith Shaw (2010). Truth and Physics Education. Dissertation, University of Auckland
    This thesis develops a hermeneutic philosophy of science to provide insights into physics education. -/- Modernity cloaks the authentic character of modern physics whenever discoveries entertain us or we judge theory by its use. Those who justify physics education through an appeal to its utility, or who reject truth as an aspect of physics, relativists and constructivists, misunderstand the nature of physics. Demonstrations, not experiments, reveal the essence of physics as two characteristic engagements with truth. First, truth in its guise (...)
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  11. Robert Keith Shaw (2010). The Violence in Learning. Analysis and Metaphysics 9:76-100.
    This paper argues that learning is inherently violent. It examines the way in which Heidegger uses – and refrains from using – the concept in his account of Dasein. Heidegger explicitly discussed “learning” in 1951 and he used of the word in several contexts. Although he confines his use of “learning” to the ontic side of the ontic-ontological divide, there are aspects of what he says that open the door to an ontological analogue of the ontic learning. In this discussion (...)
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  12. Robert Keith Shaw (2009). The Nature of Democratic Decision Making and the Democratic Panacea. Policy Futures in Education 7 (3):340-348.
    'Democracy thrives because it helps individuals identify with the society of which they are members and because it provides for legitimate decision-making and exercise of power.' With this statement, the Council of Europe raises for us some fundamental questions: what is the practice of democracy, its merits and its limitations? A phenomenological insight into democracy as it displays itself indicates that its essence is decision making by vote. The strength of this mechanism is that it operates without a requirement for (...)
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  13. Robert Keith Shaw (2009). The Phenomenology of Democracy. Policy Futures in Education 7 (3):340-348.
    Human beings originate votes, and democracy constitutes decisions. This is the essence of democracy. A phenomenological analysis of the vote and of the decision reveals for us the inherent strength of democracy and its deficiencies. Alexis de Tocqueville pioneered this form of enquiry into democracy and produced positive results from it. Unfortunately, his phenomenological method was inadequate and he missed the essential core of his 'associative art'. The frequent association of democracy with rationality misleads us about its nature and its (...)
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  14. Robert Keith Shaw (2007). Pedagogic Thinking That Grounds E-Learning for Secondary School Science Students in New Zealand. E-Learning and Digital Media 4 (4):471-481.
    Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science and technology. A criterion-referenced assessment regime was established and an Internet platform was built specifically to facilitate this form of assessment. This platform contrasts with the norm-referenced assessment programmes that (...)
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  15. Robert Keith Shaw (2007). The Peculiar Place of Enlightenment Ideals in the Governance Concept of Citizenship and Democracy. In Michael Peters, Harry Blee, Penny Enslin & Alan Britton (eds.), Global Citizenship Education. SENSE Publishers.
    This chapter examines a foundational democratic practice by considering how it expresses concepts of the Enlightenment. The practice is that of the vote or plebiscite as it appears in governance. The leading enlightenment concept is rationality as it is expounded by Kant. Kant did not participate in national democratic processes. He expected decisions of any consequence to be made in Berlin and thrived when his City was invaded by the Russians and their officers became his students, until they left suddenly (...)
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  16. Robert Keith Shaw & Dan Love (2007). A Heideggerian Analysis in the Teaching of Science to Maori Students. He Kupu 1 (3):31-43.
    Teachers frequently find that their teaching is unsuccessful with a particular group of students. This paper describes how Heidegger’s ontology was useful to teachers as they developed a distance education platform to teach astronomy to culturally diverse Aotearoa New Zealand secondary school students. Māori students do not perform well within their State’s model of normalising education, and academic authors ascribe this “failure” to the effects of cultural difference and imperialism. This paper conjectures that Māori are not merely “culturally different” but (...)
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  17. Robert Keith Shaw (2005). Marshall—Making Wittgenstein Smile. Educational Philosophy and Theory 37 (3):397–405.
    In the 1980s and 1990s the discipline of philosophy of education had an impact on schooling and the public service in New Zealand because of the contracted work of James Marshall and Michael Peters. This personal reflection by Robert Shaw is a tribute to James Marshall and provides insight into the relationship between Ministry officials, the community, and educational researchers.
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  18. Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  19. Peter N. Kugler, M. T. Turvey & Robert Shaw (1982). Is the “Cognitive Penetrability” Criterion Invalidated by Contemporary Physics? Behavioral and Brain Sciences 5 (2):303.
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  20. Robert Shaw & James Todd (1980). Abstract Machine Theory and Direct Perception. Behavioral and Brain Sciences 3 (3):400.
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  21. Robert Shaw & M. T. Turvey (1980). Methodological Realism. Behavioral and Brain Sciences 3 (1):94.
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  22. Robert Keith Shaw (1979). New Zealand's Recent Concern with Moral Education. Journal of Moral Education 9 (1):23-35.
    References to moral education in New Zealand over the last fifteen years are traced through official and semi-official government reports, teachers’ publications, and other sources. It is argued that since 1962 there has been an increasing awareness of and concern with moral education. -/- The significance of the Commission on Education in New Zealand in 1962 stressed that New Zealand schools’ prime responsibility was for intellectual education, although they should also be concerned with physical, emotional, and moral development. -/- Since (...)
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  23. Robert Keith Shaw (1977). Assessing Components of Morality. Dissertation, University of Auckland
    An investigation into the assessment of the moral components which were developed by John Wilson, is reported. Tests fox the classroom measurement of two components were developed. The components were; PHIL(CC), the claiming of concern for other persons as an overriding, universal, and prescriptive principle in moral decision making; and; GIG, knowledge of factual information which is relevant in making moral decisions which subjects face. The test development exercise was undertaken at a time when public interest in moral education was (...)
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