Works by D. C. Phillips ( view other items matching `D. C. Phillips`, view all matches )

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  1. D. C. Phillips (2012). Dealing “Competently with the Serious Issues of the Day”: How Dewey (and Popper) Failed. Educational Theory 62 (2):125-142.
    In Reconstruction in Philosophy, John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions (indeed, this is why it had developed as a discipline), but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon “minute” (...)
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  2. D. C. Phillips (2009). Empirical Educational Research : Charting Philosophical Disagreements in an Undisciplined Field. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  3. D. C. Phillips, Philosophy of Education. Stanford Encyclopedia of Philosophy.
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  4. Josh Corngold, Rebecca M. Katz, Anne Newman & D. C. Phillips (2005). The State of the Art. Journal of Philosophy of Education 39 (1):123–139.
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  5. D. C. Phillips (2005). Stone/Marshall Wedding Address. Educational Philosophy and Theory 37 (3):301–302.
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  6. D. C. Phillips (2005). The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help). Journal of Philosophy of Education 39 (4):577–597.
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  7. D. C. Phillips (2000). Interpreting the Seventies, or, Rashomon Meets Educational Theory. Educational Theory 50 (3):321-338.
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  8. D. C. Phillips (1999). A Thoroughly Modern Response. Educational Philosophy and Theory 31 (2):245–246.
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  9. D. C. Phillips (1997). (RE)Inventing Scheffler, or, Defending Objective Educational Research. Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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  10. D. C. Phillips (1995). Art as Research, Research as Art. Educational Theory 45 (1):71-84.
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  11. D. C. Phillips (1992). The Social Scientist's Bestiary: A Guide to Fabled Threats to, and Defenses of, Naturalistic Social Science. Pergamon Press.
     
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  12. D. C. Phillips (1992). Was William James Telling the Truth After All? In William James & Doris Olin (eds.), William James: Pragmatism, in Focus. Routledge.
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  13. D. C. Phillips (1989). Directive Teaching, Indoctrination, and the Values Education of Children. Social Theory and Practice 15 (3):339-353.
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  14. D. C. Phillips (1989). Response to Schrag, or, He Who Laughs Last.. Educational Theory 39 (3):271-272.
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  15. D. C. Phillips (1988). On Teacher Knowledge: A Skeptical Dialogue. Educational Theory 38 (4):457-466.
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  16. D. C. Phillips & Jennie Nicolayev (1984). In Its Final Stages? A Reply to Lapsley and Serlin. Educational Theory 34 (2):171-174.
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  17. D. C. Phillips (1982). The Dilemma of Enquiry and Learning. Teaching Philosophy 5 (4):367-369.
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  18. D. C. Phillips (1980). Reviews. [REVIEW] British Journal for the Philosophy of Science 31 (1).
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  19. D. C. Phillips (1980). Reflections on Hearnshaw's Biography of Burt. Educational Theory 30 (3):257-260.
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  20. Jennie Nicolayev & D. C. Phillips (1979). Rejoinder: Ericson, Lakatos, and Research Programs. Educational Theory 29 (4):349-350.
  21. D. C. Phillips (1979). Reviews. [REVIEW] British Journal for the Philosophy of Science 30 (1).
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  22. D. C. Phillips (1978). The Piagetian Child and the Scientist: Problems of Assimilation and Accommodation. Educational Theory 28 (1):3-15.
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  23. D. C. Phillips & Jennie Nicolayev (1978). Kohlbergian Moral Development: A Progressing or Degenerating Research Program? Educational Theory 28 (4):286-301.
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  24. D. C. Phillips (1976). Forty Years On: Anti-Naturalism, and Problems of Social Experiment and Piecemeal Social Reform. Inquiry 19 (1-4):403 – 425.
    In The Poverty of Historicism, Karl Popper attacked a number of anti?naturalistic doctrines while advocating a program of piecemeal social reform. However, recent work in social science, and especially in the evaluation of social programs and social reforms, has exposed difficulties that have led many scientists to fall back on one or other of these same anti?naturalistic positions. It is suggested that Popper's strategy for dealing with anti?naturalism is no longer efficacious, although the difficulties in contemporary social science do not (...)
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  25. D. C. Phillips (1975). Popper and Pragmatism: A Fantasy. Educational Theory 25 (1):83-91.
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  26. D. C. Phillips (1975). The Anatomy of Autonomy. Educational Philosophy and Theory 7 (2):1–12.
  27. D. C. Phillips (1971). The Distinguishing Features of Forms of Knowledge. Educational Philosophy and Theory 3 (2):27–35.
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  28. D. C. Phillips (1970). John Dewey's Philosophy and His Writings on Education. Educational Philosophy and Theory 2 (2):47-56.