Search results for 'Academic revolution' (try it on Scholar)

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  1. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution: From Knowledge to Wisdom. In W. Karpiuk & K. Wisniewski (eds.), III International Interdisciplinary Technical Conference of Young Scientists: Proceedings.score: 234.0
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in (...)
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  2. Nicholas Maxwell, Text of TEDxUCL Talk: The Urgent Need for an Academic Revolution.score: 234.0
    We urgently need to bring about a revolution in academic inquiry so that the basic aim becomes, not just knowledge, but rather wisdom, construed to be the capacity and active endeavour to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. A basic task of academia ought to be to help humanity learn how to make progress towards as good a world as possible.
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  3. Nicholas Maxwell (2014). How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution. Imprint Academic.score: 216.0
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...)
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  4. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution: The Rational Pursuit of Wisdom. In Charles Tandy (ed.), Death And Anti-Death, Volume 7: Nine Hundred Years After St. Anselm (1033-1109. Ria University Press.score: 186.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  5. Inner Revolution (2001). Inner Revolution: Life, Liberty, and the Pursuit of Real Happiness Reviewed by Koller, John M. Philosophy East and West 51 (1):138-141.score: 180.0
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  6. Nicholas Maxwell (2011). We Need an Academic Revolution. Oxford Magazine (309):15-18.score: 174.0
    Universities today betray both reason and humanity. They are still dominated by the idea, inherited from the past, that the best way the academic enterprise can help promote human welfare is, in the first instance, to pursue the intellectual aim of acquiring knowledge. First, knowledge and technological know-how are to be acquired; then, secondarily, they can be applied to help solve social problems. But academic inquiry conducted in this way – knowledge-inquiry as it may be called – violates (...)
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  7. Nicholas Maxwell (2007). From Knowledge to Wisdom: The Need for an Academic Revolution. London Review of Education 5:97-115.score: 174.0
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in (...)
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  8. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution. In Mark Levene, Rob Johnson & Richard Maguire (eds.), History at the End of the World? History, Climate Change and the Possibility of Closure. Humanities-EBooks.score: 150.0
    Two great problems of learning confront humanity: first, learning about the nature of the universe and about ourselves as a part of the universe, and second, learning how to live wisely – learning how to make progress towards as good a world as possible. The first problem was solved, in essence, in the 17th century, with the creation of modern science. A method was discovered for progressively improving knowledge and understanding of the natural world, the famous empirical method of science. (...)
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  9. F. Champion Ward (1969). Book Review:The Academic Revolution. Christopher Jencks, David Riesman. [REVIEW] Ethics 80 (1):74-.score: 150.0
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  10. Robert E. Butts (1973). Galileo's Intellectual Revolution: Middle Period, 1610–1632. By William R. Shea. New York: Science History Publications, Neale Watson Academic Publications. 1972. Pp. Xii, 204. $15.95. [REVIEW] Dialogue 12 (03):531-533.score: 120.0
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  11. Stanley Fish (2014). Versions of Academic Freedom: From Professionalism to Revolution. University of Chicago Press.score: 120.0
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  12. Nicholas Maxwell, Is the Wisdom Revolution Underway?score: 114.0
    The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress towards (...)
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  13. Nicholas Maxwell (2012). A Revolution in Universities. Bedales Association and Old Bedalian Newsletter:19.score: 114.0
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding (...)
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  14. Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.score: 114.0
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population (...)
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  15. Nicholas Maxwell, How to Create a Better World: Bring About a Revolution in Universities. Discussion Blog.score: 96.0
    In order to create a better world we need to bring about a revolution in universities so that they become devoted to helping humanity learn how to make progress towards as good a world as possible.
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  16. Nicholas Maxwell (2006). Learning to Live a Life of Value. In Jason A. Merchey (ed.), Living a Life of Value. Values of the Wise Press. 383--395.score: 84.0
    Much of my working life has been devoted to trying to get across the point that we urgently need to bring about a revolution in the aims and methods of academic inquiry, so that the basic aim becomes to seek and promote wisdom rather than just acquire knowledge.
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  17. Nicholas Maxwell (2010). Wisdom-Inquiry. The Philosophers' Magazine 22 (50):84-85.score: 84.0
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as (...)
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  18. Nicholas Maxwell (2012). The Menace of Science Without Civilization: From Knowledge to Wisdom. Dialogue and Universalism 22 (3):39-63.score: 84.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  19. N. Maxwell (2012). Arguing for Wisdom in the University: An Intellectual Autobiography. Philosophia 40 (4):663-704.score: 84.0
    For forty years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a preposterously gigantic intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I never (...)
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  20. Nicholas Maxwell (2004). In Defense of Seeking Wisdom. Metaphilosophy 35 (5):733-743.score: 84.0
    Steven Yates has criticized my claim that we need to bring about a revolution in the aims and methods of academic inquiry, so that the aim becomes to promote wisdom rather than just acquire knowledge. Yates's main criticism is that the proposed revolution does not have a clear strategy for its implementation, and is, in any case, Utopian, unrealizable and undesirable. It is argued, here, that Yates has misconstrued what the proposed revolution amounts to; in fact (...)
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  21. Nicholas Maxwell (2003). Science, Knowledge, Wisdom and the Public Good. Scientists for Global Responsibility Newsletter (26 February 2003):7-9.score: 84.0
    What kind of science – or, more generally, what kind of academic inquiry – can best contribute to the public good? Two answers are considered: knowledge-inquiry and wisdom-inquiry. The former is what we have at present. It is, however, damagingly irrational. The latter is more rigorous and, potentially, of greater value in human and intellectual terms. It arises as a result of putting the Enlightenment Programme properly into practice. We urgently need to bring about a revolution in academia, (...)
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  22. Nicholas Maxwell (2003). Two Great Problems of Learning. Teaching in Higher Education, 8 (January):129-134.score: 84.0
    Two great problems of learning confront humanity: learning about the universe, and learning how to live wisely. The first problem was solved with the creation of modern science, but the second problem has not been solved. This combination puts humanity into a situation of unprecedented danger. In order to solve the second problem we need to learn from our solution to the first problem. This requires that we bring about a revolution in the overall aims and methods of (...) inquiry, so that it takes up its proper task of promoting wisdom. (shrink)
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  23. Nicholas Maxwell (2009). How Can Life of Value Best Flourish in the Real World? In Leemon McHenry (ed.), Science and the Pursuit of Wisdom. Ontos Verlag.score: 84.0
    The Urgent Need for an Intellectual Revolution For much of my working life (from 1972 onwards) I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value (...)
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  24. Nicholas Maxwell (2012). The Menace of Science Without Wisdom. Ethical Record 117 (9):10-15.score: 84.0
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to (...)
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  25. Nicholas Maxwell (2006). Knowledge to Wisdom: We Need a Revolution. Philosophia 34 (3):377-378.score: 78.0
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  26. Nicholas Maxwell, From Knowledge to Wisdom: Assessment and Prospects After Three Decades. Research Across Boundaries – Advances in Integrative Meta-Studies and Research Practice.score: 72.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  27. Nicholas Maxwell (1992). What Kind of Inquiry Can Best Help Us Create a Good World?,. Science, Technology and Human Values 17:205-227.score: 66.0
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...)
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  28. Nicholas Maxwell (2008). Are Philosophers Responsible for Global Warming? Philosophy Now 65 (65):12-13.score: 66.0
    The suggestion that philosophers are responsible for global warming seems, on the face of it, absurd. However, that we might cause global warming has been known for over a century. If we had had in existence a more rigorous kind of academic inquiry devoted to promoting human welfare, giving priority to problems of living, humanity might have become aware of the dangers of global warming long ago, and might have taken steps to meet these dangers decades ago. That we (...)
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  29. Nicholas Maxwell (2012). Does Science Provide Us with the Methodological Key to Wisdom? Philosophia, First Part of 'Arguing for Wisdom in the University' 40 (4):664-673.score: 66.0
    Science provides us with the methodological key to wisdom. This idea goes back to the 18th century French Enlightenment. Unfortunately, in developing the idea, the philosophes of the Enlightenment made three fundamental blunders: they failed to characterize the progress-achieving methods of science properly, they failed to generalize these methods properly, and they failed to develop social inquiry as social methodology having, as its basic task, to get progress-achieving methods, generalized from science, into social life so that humanity might make progress (...)
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  30. Nicholas Maxwell (2012). How Universities Can Help Humanity Learn How to Resolve the Crises of Our Times - From Knowledge to Wisdom: The University College London Experience. In G. Heam, T. Katlelle & D. Rooney (eds.), Handbook on the Knowledge Economy, vol. 2. Edward Elgar Publishing Ltd.score: 66.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  31. Nicholas Maxwell (2010). Universities: From Knowledge to Wisdom. Scientists for Global Responsibility Newsletter (38):18-20.score: 66.0
    Nicholas Maxwell argues that the growth in academic work devoted to policy issues could mark the beginning of a shift from ‘knowledge-inquiry’ to ‘wisdom-inquiry’, leading to importance benefits for society.
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  32. Nicholas Maxwell (2001). Can Humanity Learn to Create a Better World? The Crisis of Science Without Wisdom. In Tom Bentley & Daniel Stedman Jones (eds.), The Moral Universe.score: 66.0
    Can we learn to create a better world? Yes, if we first create traditions and institutions of learning rationally devoted to that end. At present universities all over the world are dominated by the idea that the basic aim of academic inquiry is to acquire knowledge. Such a conception of inquiry, judged from the standpoint of helping us learn wisdom and civilization, is grotesquely and damagingly irrational. We need to change our approach to academic enterprise if we are (...)
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  33. Nicholas Maxwell (2002). The Need for a Revolution in the Philosophy of Science. Journal for General Philosophy of Science 33 (2):381-408.score: 66.0
    There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of (...)
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  34. Nicholas Maxwell (2007). Can the World Learn Wisdom? Solidarity, Sustainability, and Non-Violence 3 (4).score: 66.0
    The crisis of our times is that we have science without wisdom. This is the crisis behind all the others. Population growth, the terrifyingly lethal character of modern war and terrorism, immense differences of wealth across the globe, annihilation of indigenous people, cultures and languages, impending depletion of natural resources, destruction of tropical rain forests and other natural habitats, rapid mass extinction of species, pollution of sea, earth and air, thinning of the ozone layer, above all global warming - even (...)
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  35. Nicholas Maxwell (1987). Wanted: A New Way of Thinking. New Scientist (14 May 1987):63.score: 66.0
    Our world is beset with appalling problems. To solve these urgent, intractable global problems it is not new scientific knowledge and technology that we need so much as new actions: new policies, new international relations, new institutions and social arrangements, new ways of living. The mere provision of scientific know-ledge and technological know-how cannot help much: indeed, all too often it actually makes matters worse. The dreadful truth is that science has played a crucial role, often unwittingly, in the creation (...)
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  36. Nicholas Maxwell (1991). How Can We Build a Better World? In J. Mittelstrass (ed.), Einheit der Wissenschaften: Internationales Kolloquium der Akademie der Wissenschaften zu Berlin, 25-27 June 1990. Walter de Gruyter.score: 66.0
    In order to make progress with solving our grave global problems we need to bring about a revolution in academia so that problems of living are given intellectual priority, and the basic intellectual aim becomes to seek and promote wisdom, and not just acquire knowledge.
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  37. Nicholas Maxwell (1992). What the Task of Creating Civilization has to Learn From the Success of Modern Science: Towards a New Enlightenment. Reflections on Higher Education 4:47-69.score: 66.0
    Modern scientific, academic inquiry suffers from a serious, wholesale fundamental defect. Though very successful at improving specialized scientific knowledge and technological know-how, it is an intellectual and human disaster when it comes to helping us realize what is of value in life - in particlar, when it comes to helping us create a more enlightened, civilized world.
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  38. Nicholas Maxwell (1984). From Knowledge to Wisdom: Guiding Choices in Scientific Research. Bulletin of Science, Technology and Society 4:316-334..score: 66.0
    This article argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a (...)
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  39. Nicholas Maxwell (2011). Creating a Better World: Towards the University of Wisdom. In Ronald Barnett (ed.), The Future University: Ideas and Possibilities. Routledge.score: 60.0
    Universities need to change dramatically in order to help humanity make progress towards as good a world as possible.
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  40. Nicholas Maxwell (2013). Misconceptions Concerning Wisdom. Journal of Modern Wisdom 2:92-97.score: 60.0
    If our concern is to help wisdom to flourish in the world, then the central task before us is to transform academia so that it takes up its proper task of seeking and promoting wisdom instead of just acquiring knowledge. Improving knowledge about wisdom is no substitute; nor is the endeavour of searching for the correct definition of wisdom.
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  41. Nicholas Maxwell (2003). Do Philosophers Love Wisdom? The Philosophers' Magazine 22 (2):22-24.score: 60.0
  42. Nicholas Maxwell (2013). Does Philosophy Betray Both Reason and Humanity? Changed Without the Author's Knowledge To: 'Knowledge or Wisdom?'. The Philosophers' Magazine (62):17-18.score: 60.0
    A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.
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  43. Nicholas Maxwell (forthcoming). What's Wrong with Science and Technology Studies? What Needs to Be Done to Put It Right? In R. Pisano & D. Capecchi (eds.), Physics, Astronomy and Engineering. A Bridge between Conceptual Frameworks. Springer.score: 60.0
    After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies (STS) is still adversely affected by social constructivist ideas. I (...)
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  44. Nicholas Maxwell (2005). A Revolution for Science and the Humanities: From Knowledge to Wisdom. Dialogue and Universalism 15 (1-2):29-57.score: 54.0
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, to the quality of human life, academic inquiry of this type, devoted, in the first instance, to the pursuit of knowledge, is grossly and damagingly (...)
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  45. Nicholas Maxwell (2009). Are Universities Undergoing an Intellectual Revolution?,. Oxford Magazine (290):13-16.score: 54.0
    For over 30 years I have argued, in and out of print that, for both intellectual and humanitarian reasons, we urgently need a revolution in the aims and methods of academic inquiry. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others. Wisdom thus includes knowledge but much else besides. A (...)
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  46. N. Maxwell (2012). In Praise of Natural Philosophy: A Revolution for Thought and Life. Philosophia 40 (4):705-715.score: 54.0
    Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the (...)
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  47. Scott A. Wowra (2007). Academic Dishonesty. Ethics and Behavior 17 (3):211 – 214.score: 54.0
    The data in this special issue are both encouraging and discouraging. On the positive side, researchers are making theoretical breakthroughs into the psychology of the academic cheater, which may result in practical interventions. Yet the studies illustrate the sheer magnitude of the problem and the resources needed to address unethical behavior among the younger members of the American academe. In short, this special issue shows that the "Internet revolution" facilitates new types of academic dishonesty (Sisti, this issue; (...)
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  48. Michael S. Kimmel (1984). Reluctant Rebels: Comparative Studies of Revolution and Underdevelopment. Telos 1984 (61):232-235.score: 54.0
    Orthodox academic Marxism used to make revolutions sound something like boxing matches: two fully mobilized classes, locked in irreconcilable conflict, enter the ring and slug it out. To the winner went the crown (almost literally) — class control of the state. Happily, recent studies of revolution have exposed this tired formula as theoretically simplistic and historically inaccurate. The impressive theoretical model-building by some historical sociologists has made it impossible to focus only on class struggle when explaining revolutions. New (...)
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  49. Nicholas Maxwell (2014). Global Philosophy: What Philosophy Ought to Be. Imprint Academic.score: 42.0
    These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about (...)
     
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