Search results for 'Educators Biography' (try it on Scholar)

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  1. G. M. Borlikov (ed.) (2007). Kalmyt͡skai͡a Biografii͡a Akademika G.N. Volkova. Kalmyt͡skiĭ Gos. Universitet.score: 60.0
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  2. John Henry Bridges (1914/1976). The Life & Work of Roger Bacon: An Introduction to the Opus Majus. Richwood Pub. Co..score: 60.0
  3. Jade Reidy (2004). We Are, Therefore I Am: The Life of John Hinchcliff. Auckland University of Technology.score: 48.0
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  4. Suzette Ahwee, Lina Chiappone, Peggy Cuevas, Frank Galloway, Juliet Hart, Jennifer Lones, Adriana L. Medina, Rita Menendez, Paola Pilonieta & Eugene F. Provenzo Jr (forthcoming). The Hidden and Null Curriculums: An Experiment in Collective Educational Biography. Educational Studies: Journal of the American Educational Studies Association.score: 38.0
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  5. Anthony J. Polan (1991). Personal and Social Education: Citizenship and Biography. Journal of Moral Education 20 (1):13-31.score: 34.0
    Abstract The paper argues for the importance of Personal, Social and Moral Education (PSME) programmes. If offers a suggestion as to what should be regarded as desirable objectives and outcomes of such courses in terms of discussion of the meaning of citizenship today. This flows from a brief analysis of the essentials of society in modernity. It is argued that PSE can achieve forms of communication with pupils more significant than in the ordinary run of secondary education. But for this (...)
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  6. Michael Erben (2000). Ethics, Education, Narrative Communication and Biography. Educational Studies 26 (3):379-390.score: 32.0
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  7. Z. Feng (2004). The Colorful Life of John Dewey: A Review of Jay Martin's The Education of John Dewey: A Biography. [REVIEW] Journal of Thought 39 (3):143-146.score: 30.0
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  8. Jonathan Sumption (2005). Kathryn L. Reyerson, Jacques Coeur: Entrepreneur and King's Bursar. (Library of World Biography.) New York: Pearson Education, 2005. Paper. Pp. Xv, 189 Plus 18-Page Index; Black-and-White Frontispiece, Black-and-White Figures, Genealogical Tables, and Maps. [REVIEW] Speculum 80 (4):1358-1359.score: 30.0
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  9. Susan Verducci (2000). A Moral Method? Thoughts on Cultivating Empathy Through Method Acting. Journal of Moral Education 29 (1):87-99.score: 26.0
    Notable educational theorists have begun to call for the cultivation of empathy in moral education. Currently, and almost exclusively, theorists advocate exploring the characters and worlds in literature and biography to nurture empathic capacities. This paper suggests that we can expand the conversation to include the dramatic art of acting. Using Nel Noddings ethic of Care, I contend that the type of empathy necessary for Caring holds certain skills and processes in common with the type of empathy Method actors (...)
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  10. Thomas Clayton (2009). Introducing Giovanni Gentile, the 'Philosopher of Fascism'. Educational Philosophy and Theory 41 (6):640-660.score: 24.0
    This essay aims to introduce Giovanni Gentile to scholars of Gramsci studies broadly and Gramsci-education studies more specifically. The largest part of the essay explores Gentile's academic life, his philosophical agenda, and his political career. Having established a basis for understanding the educational reform Gentile enacted as Mussolini's first Minister of Public Instruction, the essay then surveys the substantial contemporaneous and contemporary English-language material about it. The essay engages this literature only lightly and briefly in conclusion, for the primary purpose (...)
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  11. Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.score: 24.0
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and practices to those (...)
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  12. Mark G. Kuczewski (2007). The Soul of Medicine. Perspectives in Biology and Medicine 50 (3):410-420.score: 24.0
    This article considers contributions that the medical humanities have made to biomedical ethics. Philosophy has contributed methods of ethical justification to case analysis and has given birth to the New Professionalism movement. Taking biography as its paradigmatic resource, this movement has refocused medical education on the formation of physicians who not only have certain responsibilities to their patients, but also a regard for the role of the medical profession in working toward social justice. However, reliance on biography is (...)
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  13. Bart Schultz (2004). Henry Sidgwick, Eye of the Universe: An Intellectual Biography. Cambridge University Press.score: 22.0
    Henry Sidgwick was one of the great intellectual figures of nineteenth-century Britain. He was first and foremost a great moral philosopher, whose masterwork The Methods of Ethics is still widely studied today. He also wrote on economics, politics, education and literature. He was deeply involved in the founding of the first college for women at the University of Cambridge. He was also much concerned with the sexual politics of his close friend John Addington Symonds, a pioneer of gay studies. Through (...)
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  14. Nicholas Capaldi (2004). John Stuart Mill: A Biography. Cambridge University Press.score: 22.0
    Nicholas Capaldi's biography of John Stuart Mill traces the ways in which Mill's many endeavors are related and explores the significance of his contributions to metaphysics, epistemology, ethics, social and political philosophy, the philosophy of religion, and the philosophy of education. Capaldi shows how Mill was groomed for his life by both his father James Mill and Jeremy Bentham, the two most prominent philosophical radicals of the early 19th century. Mill, however, revolted against this education and developed friendships with (...)
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  15. D. Fauque (2000). [On the good use of eulogies: the case of Pierre Bouguer]. Revue d'Histoire des Sciences 54 (3):351-382.score: 20.0
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  16. John Lincourt & Robert Johnson (2004). Ethics Training: A Genuine Dilemma for Engineering Educators. [REVIEW] Science and Engineering Ethics 10 (2):353-358.score: 18.0
    This is an examination of three main strategies used by engineering educators to integrate ethics into the engineering curriculum. They are: (1) the standalone course, (2) the ethics imperative mandating ethics content for all engineering courses, and (3) outsourcing ethics instruction to an external expert. The expectations from each approach are discussed and their main limitations described. These limitations include the insular status of the stand-alone course, the diffuse and uneven integration with the ethics imperative, and the orphaned status (...)
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  17. Tao Gao, Philip Siegel, J. S. Johar & M. Joseph Sirgy (2008). A Survey of Management Educators' Perceptions of Unethical Faculty Behavior. Journal of Academic Ethics 6 (2):129-152.score: 18.0
    To help academic associations in management develop, refine, and implement a code of ethics, we conducted a survey of management educators’ perception of the ethicality of 142 specific behaviors in teaching, research, and service. The results of the survey could be used to inform ethics committees of these associations regarding the level of acceptability of such conduct. The potential value of our study for the Academy of Management or similar management associations lie in our (1) systematically involving the members (...)
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  18. Mott T. Greene (2007). Writing Scientific Biography. Journal of the History of Biology 40 (4):727 - 759.score: 18.0
    Much writing on scientific biography focuses on the legitimacy and utility of this genre. In contrast, this essay discusses a variety of genre conventions and imperatives which continue to exert a powerful influence on the selection of biographical subjects, and to control the plot and structure of the ensuing biographies. These imperatives include the following: the plot templates of the Bildungsroman (the realistic novel of individual self-development), the life trajectories of Weberian ideal types, and the functional elements and personae (...)
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  19. John Thomas Brittingham (2013). Book Review: Benoît Peeters, Derrida: A Biography. [REVIEW] Journal of French and Francophone Philosophy 21 (1):199-204.score: 18.0
    A review of Benoit Peeters, Derrida: A Biography, trans. Andrew Brown (Cambridge: Polity, 2013).
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  20. M. Joseph Sirgy, J. S. Johar & Tao Gao (2006). Toward a Code of Ethics for Marketing Educators. Journal of Business Ethics 63 (1):1 - 20.score: 18.0
    This paper builds on previous work by Sirgy, M. J. (1999), Journal of Business Ethics 19, 193–206, dealing with issues of code of conduct of marketing educators. Sirgy developed a discussion document outlining a semblance of what might be construed as a code of ethics for marketing educators. The discussion document was debated and accompanied by three commentaries (Ferrell, O. C.: 1999, Journal of Business Ethics 19, 225–228; Kurtz, D. L.: 1999, Journal of Business Ethics 19, (...)
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  21. Nathaniel Comfort (2011). When Your Sources Talk Back: Toward a Multimodal Approach to Scientific Biography. [REVIEW] Journal of the History of Biology 44 (4):651 - 669.score: 18.0
    Interviewing offers the biographer unique opportunities for gathering data. I offer three examples. The emphatic bacterial geneticist Norton Zinder confronted me with an interpretation of Barbara McClintock's science that was as surprising as it proved to be robust. The relaxed setting of the human geneticist Walter Nance's rural summer home contributed to an unusually improvisational oral history that produced insights into his experimental and thinking style. And "embedding" myself with the biochemical geneticist Charles Scriver in his home, workplace, and city (...)
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  22. Oren Harman (2011). Helical Biography and the Historical Craft: The Case of Altruism and George Price. [REVIEW] Journal of the History of Biology 44 (4):671 - 691.score: 18.0
    The life of George Price (1922-1975), the eccentric polymath genius and father of the Price equation, is used as a prism and counterpoint through which to consider an age-old evolutionary conundrum: the origins of altruism. This biographical project, and biography and history more generally, are considered in terms of the possibility of using form to convey content in particular ways. Closer to an art form than a science, this approach to scholarship presents both a unique challenge and promise.
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  23. Michael Benton (2011). Towards a Poetics of Literary Biography. Journal of Aesthetic Education 45 (3):67-87.score: 18.0
    Biography is an ancient literary genre. First of all—chronologically and logically it is a part of historiography. Whether we think of biography as more like history or more like fiction, what we want from it is a vivid sense of the person. The cover illustration of the fortieth anniversary edition of E. H. Carr’s What is History?1 is a close-up of an eye with fluffy white clouds against a blue iris and a dramatic black pupil in the center. (...)
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  24. M. Joseph Sirgy, Philip H. Siegel & J. S. Johar (2005). Toward a Code of Ethics for Accounting Educators. Journal of Business Ethics 61 (3):215 - 234.score: 18.0
    The current paper reports on a descriptive study involving a survey of accounting educators. Survey respondents were asked to rate the extent to which certain behaviors are deemed acceptable or unacceptable. The survey identified “hypernorms” (norms reflecting a high degree of consensus of what is acceptable or unacceptable behavior). These hypernorms were used to develop example ethical standards that can be used by a professional or academic association of accountants to develop a code of ethics for accounting educators.
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  25. Vasso Kindi (2012). Collingwoods Opposition to Biography. Journal of the Philosophy of History 6 (1):44-59.score: 18.0
    Abstract Biography is usually distinguished from history and, in comparison, looked down upon. R. G. Collingwood's view of biography seems to fit this statement considering that he says it has only gossip-value and that “history it can never be“. His main concern is that biography exploits and arouses emotions which he excludes from the domain of history. In the paper I will try to show that one can salvage a more positive view of biography from within (...)
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  26. Guido Vanheeswijck (2012). History Man. The First Biography on R.G. Collingwood. Journal of the Philosophy of History 6 (1):134-142.score: 18.0
    Abstract Is `History Man', Fred Inglis' biography on R.G. Collingwood a successful biography? Inglis' explicit ambition is to portray the concrete figure Collingwood by abducting him from what he calls the vacuum-packed academic world of scholars. But the best biographers look for a balanced equilibrium between rendering philosophical ideas and dramatizing a philosopher's life. Put another way, they evoke the interweaving of a philosopher's thought with the vicissitudes of his life. Despite the unmistakable qualities of this biography, (...)
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  27. Mary Pickering (1993). Auguste Comte: An Intellectual Biography. Cambridge University Press.score: 18.0
    This book constitutes the first volume of a projected two-volume intellectual biography of Auguste Comte, the founder of modern sociology and a philosophical movement called positivism. Volume One offers a reinterpretation of Comte's "first career," (1798-1842) when he completed the scientific foundation of his philosophy. It describes the interplay between Comte's ideas and the historical context of postrevolutionary France, his struggles with poverty and mental illness, and his volatile relationships with friends, family, and colleagues, including such famous contemporaries as (...)
     
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  28. Robin Simmons & Ron Thompson (2011). Education and Training for Young People at Risk of Becoming NEET: Findings From an Ethnographic Study of Work‐Based Learning Programmes. Educational Studies 37 (4):447-450.score: 16.0
    This report provides a summary of findings from an ethnographic study of work?based learning provision for 16?18?year?olds who would otherwise fall into the UK Government category of not in education, employment or training (NEET). The research project took place in the north of England during 2008?2009, and investigated the biographies, experiences and aspirations of young people and practitioners working on Entry to Employment (E2E) programmes in four learning sites. The detailed research findings are reported in four papers covering the conceptual (...)
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  29. Srinivasa Iyengar & R. K. (1985). Sri Aurobindo: A Biography and a History. Sri Aurobindo International Centre of Education.score: 15.0
     
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  30. David Detmer (2005). Sartre on Freedom and Education. Sartre Studies International 11 (s 1-2):78-90.score: 14.0
    For the one hundredth anniversary of Sartre's birth it is fitting to consider some of the ways in which his thought remains relevant to our present concerns and to those of the foreseeable future. In this age of terrorism, most people would perhaps think first of Sartre's writings on political violence. Analytical philosophers, on the other hand, might be more inclined to cite Sartre's early works on such "hot" topics as the emotions and the imagination, not to mention consciousness more (...)
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  31. Cayce Hook & Martha Farah (2013). Neuroscience for Educators: What Are They Seeking, and What Are They Finding? Neuroethics 6 (2):331-341.score: 14.0
    What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat (...)
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  32. Massimo Pigliucci (2002). Educating the Educators. In R. Dawkins (ed.), Darwin Day Collection One: Single Best Idea, Ever. Tangled Bank Press.score: 14.0
    Concerning how to educate science educators about the nature of science, in the context of the creationism debates.
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  33. Michael Benton (2005). Literary Biography: The Cinderella Story of Literary Studies. Journal of Aesthetic Education 39 (3):44-57.score: 14.0
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  34. Richard M. Shusterman (2009). Alain L. Locke: The Biography of a Philosopher. Education and Culture 25 (1):pp. 76-79.score: 14.0
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  35. Harvey Siegel (1995). Why Should Educators Care About Argumentation? Informal Logic 17 (2).score: 14.0
    Educators who are reflective about their educational endeavours ask themselves questions like: What is the aim of education? What moral, methodological, or other constraints govern our educational activities and efforts? One natural place to look for answers is in the philosophy of education, which (among other things) tries to provide systematic answers to these questions. One general answer offered by the philosophy of education is that the aim of education consists in fostering the development of students' rationality. On this (...)
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  36. Michael Benton (2007). Reading Biography. Journal of Aesthetic Education 41 (3):77-88.score: 14.0
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  37. Richard Shusterman (2009). Book Review: Alain L. Locke: The Biography of a Philosopher. [REVIEW] Education and Culture 25 (1):10.score: 14.0
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  38. Thomas M. Alexander (1994). Biography of Contributors. Studies in Philosophy and Education 13:401-404.score: 14.0
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  39. Gert Biesta, Stefan Bittner & John Darling (2000). Biography of Contributors. Studies in Philosophy and Education 19:219-221.score: 14.0
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  40. David Novitz (forthcoming). Biography and License. Journal of Aesthetic Education.score: 14.0
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  41. D. C. Phillips (1980). Reflections on Hearnshaw's Biography of Burt. Educational Theory 30 (3):257-260.score: 14.0
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  42. Irina Verenikina (2004). From Theory to Practice: What Does the Metaphor of Scaffolding Mean to Educators Today? Outlines. Critical Practice Studies 6 (2):5-16.score: 14.0
    The current emphasis on rising educational standards in Australian society (eg A Commonwealth Government Quality Teacher Initiative, 2000) has stimulated a growing interest in Vygotsky's socio-cultural theory widely renowned for its profound understanding of teaching and learning. The metaphor of scaffolding commonly viewed as underpinned by socio-cultural theory and the zone of proximal development in particular, has become increasingly popular among educators in Australia (Hammond, 2002). Teachers find the metaphor appealing as it "offers what is lacking in much literature (...)
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  43. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 12.0
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  44. David L. Hildebrand (2008). Dewey: A Beginner's Guide. Oneworld.score: 12.0
    An icon of philosophy and psychology during the first half of the 20th century, Dewey is known as the father of Functional Psychology and a pivotal figure of the Pragmatist movement as well as the progressive movement in education. This concise and critical look at Dewey’s work examines his discourse of "right" and "wrong," as well as political notions such as freedom, rights, liberty, equality, and naturalism. The author of several essays about thought and logic, Dewey’s legacy remains not only (...)
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  45. Neil Cooper (2000). Understanding People. Philosophy 75 (3):383-400.score: 10.0
    The division between “erklaren” and “verstehen” is not as sharp as the conventional wisdom maintains, for all understanding, including the understanding of people, consists in the connecting, ordering and appraising of things encountered, believed or known. The understanding of people is a distinctive kind of cognitive understanding which has a practical side, involving the emotions. The education of the emotions, needed for us to understand ourselves and others, can be achieved both by the observation of real life and importantly by (...)
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  46. Peter G. Bietenholz (1966). History and Biography in the Work of Erasmus of Rotterdam. Genève, Droz.score: 10.0
    V Individuum est ineffabile: bearing of this experience on Erasmus' view of history; Christ as the prototype of individuality 79 VI Erasmus' biographical ...
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  47. Katerina Zabrodska & Constance Ellwood (2011). Subjectivity as a Play of Territorialization: Exploring Affective Attachments to Place Through Collective Biography. Human Affairs 21 (2):184-195.score: 10.0
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  48. Vassiliki Betty Smocovitis (1999). Living with Your Biographical Subject: Special Problems of Distance, Privacy and Trust in the Biography of G. Ledyard Stebbins Jr. Journal of the History of Biology 32 (3):421 - 438.score: 10.0
    This paper explores the special problems encountered by the biographer of a living scientific subject. In particular, it explores the complex of problems that emerges from the intense interpersonal dynamic involving issues of distance, privacy and trust. It also explores methodological problems having to do with oral history interviews and other supporting documentation. It draws on the personal experience of the author and the biographical subject of G. Ledyard Stebbins Jr., the botanist, geneticist and evolutionist. It also offers prescriptives and (...)
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  49. Daniel D. Pratt, Stephanie L. Boll & John B. Collins (2007). Towards a Plurality of Perspectives for Nurse Educators. Nursing Philosophy 8 (1):49-59.score: 10.0
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  50. Morwenna Griffiths & Gale Macleod (2008). Personal Narratives and Policy: Never the Twain? Journal of Philosophy of Education 42 (s1):121-143.score: 10.0
    In this article the extent to which stories and personal narratives can and should be used to inform education policy is examined. A range of studies describable as story or personal narrative is investigated. They include life-studies, life-writing, life history, narrative analysis, and the representation of lives. We use 'auto/biography' as a convenient way of grouping this range under one term. It points to the many and varied ways that accounts of self interrelate and intertwine with accounts of others. (...)
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