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  1. Andrew Stables (2014). Peirce and Rationalism: Is Peirce a Fully Semiotic Philosopher? Journal of Philosophy of Education 48 (4):591-603.
    While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind-body divide that both permeates and separates classical rationalism and empiricism, he himself is read in (...)
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  2. Andrew Stables (2014). Response to Inna Semetsky's Review of Be(Com)Ing Human: Semiosis and the Myth of Reason. [REVIEW] Studies in Philosophy and Education 33 (2):223-225.
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  3. Andrew Stables (2013). Synthetic Synchronisation: From Attention and Multi-Tasking to Negative Capability and Judgment. Ethics and Education 8 (2):192-200.
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  4. Elizabeth Gould, Mark Jonas, J. A. Rice, Michael Vastola, Anne McGuire, Rod Michalko, Melissa Vick, Carissa Martinez, Ruyu Hung & Andrew Stables (2011). Notes on Contributors_756 204. Educational Philosophy and Theory 43 (2).
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  5. Ruyu Hung & Andrew Stables (2011). Lost in Space? Located in Place: Geo-Phenomenological Exploration and School. Educational Philosophy and Theory 43 (2):193-203.
    This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...)
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  6. Andrew Stables (2010). Can 'Sensibility' Be Re-'Associated'? Reflections on T.S. Eliot and the Possibility of Educating for a Sustainable Environment. Ethics and Education 3 (2):161-170.
    The paper considers T.S. Eliot's 'dissociation of sensibility' thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators can, and should, find greater synergies between arts and science, and theoria and praxis , despite continuing (...)
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  7. Andrew Stables (2010). Making Meaning and Using Natural Resources: Education and Sustainability. Journal of Philosophy of Education 44 (1):137-151.
    A natural resource is not given, but depends on human knowledge for its exploitation. Thus a ‘unit of resource’ is, to a significant degree, a ‘unit of meaning’, and education is potentially important not only for the use of resources but also for their creation. The paper draws on poststructuralism to confirm the intuition that it would be misleading to conceive of ‘units’ of meaning. However, it is commonly acceptable to conceive of ‘units’ of resource, as in much discussion around (...)
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  8. Andrew Stables (2010). Response to Gert Biesta's Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education 29 (6):587-589.
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  9. Andrew Stables (2010). The Song of the Earth: A Pragmatic Rejoinder. Educational Philosophy and Theory 42 (7):796-807.
    In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involving a sense of immediate response to nature, than if we do not. This has (...)
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  10. Andrew Stables & Janis John Talivaldis Ozolinš (2010). Notes on Contributors_724 812.. 811. Educational Philosophy and Theory 42 (7).
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  11. Andrew Stables (2009). Introduction. Studies in Philosophy and Education 28 (1):1-2.
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  12. Andrew Stables (2009). The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage. Studies in Philosophy and Education 28 (1):3-14.
  13. Stephen Gough & Andrew Stables (2008). Liberalism, Sustainability, Security, Learning : Framing the Issues. In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge 127.
     
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  14. Stephen Gough & Andrew Stables (eds.) (2008). Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge.
    Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...)
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  15. Ruyu Hung & Andrew Stables (2008). Can We Experience Nature in the Lifeworld? An Interrogation of Husserl's Notion of Lifeworld and its Implication for Environmental and Educational Thinking. Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-8.
    Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...)
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  16. Andrew Stables (ed.) (2008/2011). Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Continuum International Pub..
    This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes.
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  17. Andrew Stables (2008). Semiosis, Dewey and Difference: Implications for Pragmatic Philosophy of Education. Contemporary Pragmatism 5 (1):147-161.
    A fully semiotic perspective on living and learning draws on poststructuralism in seeing meaning and learning as deferred, and avoids mind-body substance dualism by means of collapsing the signal-sign distinction. This article explores the potential for, and constraints on the 'sign' as a meaningful unit of analysis for universal application among the human sciences. It compares and contrasts this fully semiotic approach with the educational philosophy of John Dewey, concluding that if Dewey had problematized the signal-sign distinction, his legacy for (...)
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  18. Andrew Stables (2006). От семиозиса к социальной политике. Sign Systems Studies 34 (1):133-133.
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  19. Andrew Stables (2006). From Semiosis to Social Policy. Sign Systems Studies 34 (1):121-133.
    The argument moves through three stages. In the first, the case is made for accepting ‘living is semiotic engagement’ as ‘a foundational statement for a postfoundational age’. This requires a thoroughgoing rejection of mind-body substance dualism, and a problematisation of humanism. In the second, the hazardous endeavour of applying the above perspective to social policy begins with a consideration of the sine qua non(s) underpinning such an application. These are posited as unpredictability of outcomes and blurring of the human/non-human boundary. (...)
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  20. Andrew Stables (2006). Märgiprotsessist Sotsiaalpoliitikani. Sign Systems Studies 34 (1):134-134.
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  21. Andrew Stables & Stephen Gough (2006). Toward a Semiotic Theory of Choice and of Learning. Educational Theory 56 (3):271-285.
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  22. Andrew Stables (2005). Multiculturalism and Moral Education: Individual Positioning, Dialogue and Cultural Practice. Journal of Moral Education 34 (2):185-197.
    Multicultural education can be seen as generally premised on two assumptions. The first is often made explicit: that children should learn not to discriminate unfairly on grounds of ethnicity or culture. To this degree, multiculturalism is clearly morally educative, encouraging children to see others in terms of their common humanity rather than their cultural differences. The second is more implicit and diffuse: that sensitivity to cultural and ethnic difference ipso facto promotes social justice and/or harmony between people(s) and thus is (...)
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  23. Cigdem Sahin, Kate Bullock & Andrew Stables (2002). Teachers' Beliefs and Practices in Relation to Their Beliefs About Questioning at Key Stage 2. Educational Studies 28 (4):371-384.
    This study examines the relationship between teachers' beliefs and their practices at Key Stage 2 (ages 7-11) in relation to the use of questioning. Data were collected from interviewing and observing Key Stage 2 teachers at four schools in the West of England. A Straussian approach to grounded theory is followed broadly in order to analyse the data. In contrast to the findings of previous studies, which suggested a mismatch between teachers' beliefs and practices in that teachers, in certain respects, (...)
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  24. Andrew Stables (2001). Who Drew the Sky? Conflicting Assumptions in Environmental Education. Educational Philosophy and Theory 33 (2):245–256.
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  25. Andrew Stables & William Scott (2001). Post-Humanist Liberal Pragmatism? Environmental Education Out of Modernity. Journal of Philosophy of Education 35 (2):269–279.
  26. Andrew Stables & William Scott (1999). Environmental Education and the Discourses of Humanist Modernity: Redefining Critical Environmental Literacy. Educational Philosophy and Theory 31 (2):145–155.
  27. Andrew Stables (1998). Proximity and Distance: Moral Education and Mass Communication. Journal of Philosophy of Education 32 (3):399–407.
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  28. Andrew Stables & Felicity Wikeley (1997). Changes in Preference for and Perceptions of Relative Importance of Subjects During a Period of Educational Reform. Educational Studies 23 (3):393-403.
    This research formed phase 1 of the Economic and Social Research Council project ‘Pupils’ Approaches to Subject Option Choices’ and is a near repeat of a project carried out in the mid-1980s, thus allowing for a comparison of approaches to subject choice a decade apart, comparing the situation pre- and post-National Curriculum implementation. The simple two-part questionnaire, completed by 1600 children in 11 schools, shows the differences across time and between-school differences in subject preference, but little instability in perceptions of (...)
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  29. David Hendley, Sian Stables & Andrew Stables (1996). Pupils' Subject Preferences at Key Stage 3 in South Wales. Educational Studies 22 (2):177-186.
    The perceptions of pupils towards the foundation subjects of English, mathematics, science and technology were determined by structured interviews. The pupils were selected by their responses to a Likert‐type attitude scale previously administered; pupils were banded from the results of the scale into one of three bands: those with positive attitudes, neutral attitudes and negative attitudes towards the subjects under study. Approximately 48 pupils per subject were interviewed for each of the subjects, representing 4.5% of the original survey sampled in (...)
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  30. Dave Hendley, John Parkinson, Andrew Stables & Howard Tanner (1995). Gender Differences in Pupil Attitudes to the National Curriculum Foundation Subjects of English, Mathematics, Science and Technology in Key Stage 3 in South Wales. Educational Studies 21 (1):85-97.
    The attitudes of pupils in South Wales to mathematics, English, science and technology were tested using a Likert‐type attitude scale. Pupils were selected from National Curriculum Key Stage 3, specifically Year 9 . Schools were selected by their position in the 1992 National League tables produced by the Welsh Office, the schools being placed into one of four bands. The number of schools involved was 34 and the number of pupils 4263. This represents 15.3% of the total population of school (...)
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