Search results for 'Free schools' (try it on Scholar)

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  1. David Nyberg (1973). Free Schools, Culture and Anarchy: Or, Mr. Kozol, Meet Mr. Arnold. Educational Theory 23 (1):90-99.score: 90.0
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  2. Peter Goldstone (1975). Free Schools The Teacher Was the Sea: The Story of Pacific High School. Studies in Philosophy and Education 9 (1-2):35-61.score: 90.0
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  3. Rosemary Chamberlin (1989). Free Children and Democratic Schools: A Philosophical Study of Liberty and Education. Falmer Press.score: 72.0
     
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  4. Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.score: 66.0
    In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. Each section focuses on an important theme: “Autocratic and Democratic Forms of Education;” “Dissenting Traditions in Education;” “The Politics of Culture;” “The Politics of Gender;” and “Education and Human Rights.” This edition features a special emphasis on human rights education. Spring advocates a legally binding right to an education (...)
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  5. Robin Barrow (1978). Radical Education: A Critique of Freeschooling and Deschooling. M. Robertson.score: 60.0
     
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  6. Clive Dimmock (2011). Diversifying Schools and Leveraging School Improvement: A Comparative Analysis of the English Radical, and Singapore Conservative, Specialist Schools' Policies. British Journal of Educational Studies 59 (4):439 - 458.score: 48.0
    Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings-in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by (...)
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  7. Angela N. H. Creager (1996). Wendell Stanley's Dream of a Free-Standing Biochemistry Department at the University of California, Berkeley. Journal of the History of Biology 29 (3):331 - 360.score: 42.0
    Scientists and historians have often presumed that the divide between biochemistry and molecular biology is fundamentally epistemological.100 The historiography of molecular biology as promulgated by Max Delbrück's phage disciples similarly emphasizes inherent differences between the archaic tradition of biochemistry and the approach of phage geneticists, the ur molecular biologists. A historical analysis of the development of both disciplines at Berkeley mitigates against accepting predestined differences, and underscores the similarities between the postwar development of biochemistry and the emergence of molecular biology (...)
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  8. Luis Xavier López-Farjeat (2007). Determinism and Free Will in Alexander of Aphrodisias and the Arabic Tradition. Proceedings of the American Catholic Philosophical Association 81:161-177.score: 42.0
    The Arabic tradition knew Alexander’s treatises On Fate and On Providence. Alexander criticizes the Stoic determinism with some peripatetic arguments. In those treatises we can find, at least, two positions: the peripatetic and “libertarian” position represented by Alexander, and Stoic determinism. A very similar discussion can be found in Islamic tradition. As S. Van den Bergh has insisted, Islamic theological schools had some Stoic influences. One of the issues in which we can find some common views is, precisely, the (...)
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  9. Matthew R. Dasti & Edwin F. Bryant (eds.) (2014). Free Will, Agency, and Selfhood in Indian Philosophy. Oxford University Press.score: 42.0
    If one were to make a list of the leading topics of debate in classical Indian philosophy, contenders might include the existence and nature of the self; the fundamental sources of knowledge; the nature of the engagement between consciousness and reality; the existence and nature of God/Brahman; the proper account of causation; the relationship between language and the world; the practices that best ensure future happiness; the most expedient method for any soteriological attainment (or not); or the fundamental constituents of (...)
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  10. Bryan R. Warnick (2012). Student Rights to Religious Expression and the Special Characteristics of Schools. Educational Theory 62 (1):59-74.score: 42.0
    In this essay Bryan Warnick explores how rights to religious expression should be understood for students in public schools. Warnick frames student religious rights as a debate between the conflicting values associated with the Free Exercise Clause and the values associated with the Establishment Clause of the United States Constitution. He then asks how the special characteristics of the school environment should guide us in prioritizing those values. The overall weight of the considerations, particularly concerns about civic education, (...)
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  11. Lex Donaldson (2008). Ethics Problems and Problems with Ethics: Toward a Pro-Management Theory. [REVIEW] Journal of Business Ethics 78 (3):299 - 311.score: 36.0
    The move towards having more teaching of business ethics comes in part from a tendency to view managers negatively, drawing on anti-management theories that are presently popular in business schools. This can lead to a misdiagnosis of the causes of contemporary business problems. Teaching business ethics can, however, be ineffectual and counter-productive. Education in ethical philosophy can lead managers to be indecisive, sceptical or to rationalize poor conduct. The ethics of academics become salient and lapses in them undercut their (...)
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  12. Steve Strand & Feyisa Demie (2005). English Language Acquisition and Educational Attainment at the End of Primary School. Educational Studies 31 (3):275-291.score: 32.0
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved (...)
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  13. Deborah Fraser * (2004). Secular Schools, Spirituality and Maori Values. Journal of Moral Education 33 (1):87-95.score: 30.0
    New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well?being which places (...)
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  14. Robert Shuter (1977). The Free School: Utopia Lost? Journal of Thought 12 (1):58-67.score: 30.0
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  15. Nicholas Maxwell (2014). How Can Our Human World Exist and Best Flourish Embedded in the Physical Universe? A Letter to an Applicant to a New Liberal Studies Course. On the Horizon 22 (1).score: 24.0
    In this paper I sketch a liberal studies course designed to explore our fundamental problem of thought and life: How can our human world exist and best flourish embedded as it is in the physical universe? The fundamental character of this problem provides one with the opportunity to explore a wide range of issues. What does physics tell us about the universe and ourselves? How do we account for everything physics leaves out? How can living brains be conscious? If everything (...)
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  16. Noam Chomsky (2003). Chomsky on Democracy & Education. Routledgefalmer.score: 24.0
    Education stands at the intersection of Noam Chomsky's two lives as scholar and social critic: As a linguist he is keenly interested in how children acquire language, and as a political activist he views the education system as an important lever of social change. Chomsky on Democracy and Education gathers for the first time his impressive range of writings on these subjects, some previously unpublished and not readily available to the general public. Raised in a progressive school where his father (...)
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  17. Graham Harman (2011). Meillassoux's Virtual Future. Continent 1 (2):78-91.score: 24.0
    continent. 1.2 (2011): 78-91. This article consists of three parts. First, I will review the major themes of Quentin Meillassoux’s After Finitude . Since some of my readers will have read this book and others not, I will try to strike a balance between clear summary and fresh critique. Second, I discuss an unpublished book by Meillassoux unfamiliar to all readers of this article, except those scant few that may have gone digging in the microfilm archives of the École normale (...)
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  18. Ted Honderich, Coming to Terms with the Determined.score: 24.0
    From a bird's-eye view, the central argument of A Theory of Determinism appears as follows: (A) The mind is the brain; every mental event (including every decision and every framing of intention) is intimately related to a neural event. (B) Probably all neural events are deterministically caused, so, thanks to the intimate relation, determinism is likely to be true of our decisions and actions. (C) Does this mean that there is no free will? Incompatibilists say yes, Compatibilists say no, (...)
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  19. A. Fischer-Lescano (2012). Critical Systems Theory. Philosophy and Social Criticism 38 (1):3-23.score: 24.0
    Besides their skepticism about universal reason and universal morality, the Frankfurt Schools of Critical Systems Theory and Critical Theory share basic assumptions: (1) the thinking in societal-systemic, institutional concepts, which transcend simple reciprocal relations by dint of their complexity; (2) the assumption that society is based on fundamental paradoxes, antagonisms, antinomies; (3) the strategy to conceptualize justice as a contingent and transcendental formula; (4) the form of immanent (and not morality-based, external) critique as an attitude of transcendence; (5) the (...)
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  20. Sean Blenkinsop (2012). From Waiting for the Bus to Storming the Bastille: From Sartrean Seriality to the Relationships That Form Classroom Communities. Educational Philosophy and Theory 44 (2):183-195.score: 24.0
    One of the tasks of Jean-Paul Sartre's later work was to consider how an individual could live freely within a free community. This paper examines how Sartre describes the process of group formation and the implications of this discussion for education. The paper begins with his metaphor of a bus queue in order to describe a series. Then, by means of Sartre's analysis of the storming of the Bastille, the discussion expands to show how a series becomes a genuine (...)
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  21. Amy Salyzyn (2013). Canada: Foreclosures, Freemen, Foreign Law Schools and the Continuing Search for Meaningful Access to Justice. Legal Ethics 16 (1):223-229.score: 24.0
    This article is currently available as a free download on ingentaconnect.
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  22. Bernard Crick (2007). Citizenship: The Political and the Democratic. British Journal of Educational Studies 55 (3):235 - 248.score: 24.0
    Citizenship as a compulsory subject was added to the National Curriculum in England in 2002 following the 1998 report, 'Education for Citizenship and the Teaching of Democracy in Schools'. It was little noticed at the time that the report stressed active citizenship much more strongly than democracy. The underlying presupposition was what historians call 'civic republicanism' the tradition from the Greeks and the Romans of good government as political government, that is, citizens reaching acceptable compromises of group interests and (...)
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  23. John R. E. Bliese (1997). Traditionalist Conservatism and Environmental Ethics. Environmental Ethics 19 (2):135-151.score: 24.0
    Environmentalism is usually thought to be a liberal political position, but the two primary schools of thought within the conservative intellectual movement support environmentalism as well. The free market perspective has received considerable attention for its potential contributions to environmental protection, but the traditionalist perspective has not. In this essay, I consider several important principles of traditionalist conservatism. The traditionalists are not materialists and are highly critical of our consumer culture. They reject ideology and stress piety toward nature, (...)
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  24. J. R. Lucas, Tables.score: 24.0
    The Norrington Table is scotched, but not killed. It still appears each year in a national daily, having been compiled by an enterprising graduate with more need for money than time. Some people argue that this shows the futility of trying to suppress the table. But that is not so. In a free society it is open to anyone to obtain information and publish his results. There are many things that people might like to know about colleges. Of greater (...)
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  25. Glenn Holland (2008). The Pig is Dead Parrhesia and the Common Good. Common Knowledge 14 (1):124-135.score: 24.0
    Speaking freely is considered an essential component of academic freedom and freedom of inquiry. Unfortunately, historically as well as currently, the right to speak freely has often resulted in polemics and disputes between scholars. But the entire purpose of frankness in speech, whether in the academic or the political realm, is to persuade the person or people addressed to adopt a particular course of action. The concept of frank speaking, or parrhesia, first appeared among the Greeks as a political virtue, (...)
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  26. Steve Vanderheiden (2005). Missing the Forest for the Trees: Justice and Environmental Economics. Critical Review of International Social and Political Philosophy 8 (1):51-69.score: 24.0
    The field of environmental economics, while offering powerful tools for the diagnosis of environmental problems and the design of policy solutions to them, is unable to effectively incorporate normative concepts like justice or rights into its method of analysis, and so needs to be supplemented by a consideration of such concepts. I examine the two main schools of thought in environmental economics ? the New Resource Economics and Free Market Environmentalism ? in order to illustrate the shortcomings of (...)
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  27. Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2012). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.score: 24.0
    All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice?
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  28. Barbara Goodwin (forthcoming). The Political Philosophy of Money. History of Political Thought.score: 24.0
    Political philosophy harbors two schools of thought concerning money: the liberal, which regards it as a facilitator for freedom and enterprise, and the socialist/anarchist, which condemns it. liberal accounts of money and left-wing critiques (including those of marx and simmel) are analyzed. the role of money in promoting distributive justice is discussed using four models of money-free society. it is shown that money is pivotal in facilitating social justice based on substantive equality.
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  29. Lara Ostaric (2012). Kant on the Normativity of Creative Production. Kantian Review 17 (1):75-107.score: 24.0
    In this essay, I argue that a genius's creation consists of a special unity of free human activity and nature, whereby ‘nature’ signifies not just another aspect of, but rather something that transcends, creative subjectivity. This interpretation of a genius's creative process throws a new light on a special normative status of a genius's rule, i.e. its originality and exemplarity. With respect to the former, I demonstrate that because the organizing principle of the works of genius remains inscrutable to (...)
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  30. Bertrand Russell (1988). Education and the Social Order. Routledge.score: 24.0
    Despite the disastrous failure of his one practical attempt to create a perfect school, Russell constantly strove to invent a system of education free from repression. Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other topics. Described (...)
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  31. Luc Devuyst (1983). Moral Education in Belgium. Journal of Moral Education 12 (1):51-55.score: 24.0
    Abstract Each year Belgian parents must choose between four courses based on religious principles and one based on non?confessional ethics. Due to our historical past, only ?official? schools offer this choice, whereas denominational schools do not; and teachers of religious education are nominated by denominational authorities, whereas teachers of moral education are not nominated by Freethinkers? authorities! Teachers of moral education get a specific training according to the different school levels at which they will teach. They get guidance (...)
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  32. Dan Dugan & Judy Daar (1994). Are Rudolf Steiner's Waldorf Schools' Non-Sectarian'. Free Inquiry 14 (2):1-7.score: 24.0
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  33. Paul Gottfried (1998). Private Education and Public Administration. Telos 1998 (111):63-68.score: 24.0
    A striking characteristic of today's American education is its acquiescence to public administration. Evidence for this is that proposals for better-funded private education never show how private schools can be kept free of government control. In California, Wisconsin, Michigan and other states, battle lines have been drawn over plans to give public subsidies to students attending private schools. In this confrontation, teachers' unions, public employees, and Left liberals stand predictably on the one side, libertarians and the Christian (...)
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  34. Laura P. Hartman & Edwin M. Hartman (2004). How to Teach Ethics. Journal of Business Ethics Education 1 (2):165-212.score: 24.0
    The American Assembly of Collegiate Schools of Business has called for stronger ethics programs. There are two problems with this battle cry. First, the AACSB rejects, with weak arguments, the single best way to get ethics into the curriculum. Second, the AACSB can only vaguely describe some unpromising alternatives to that strategy. A number of leading business ethicists have challenged the AACSB to defend and clarify its views, to little avail. The proposed Procedures and Standards cannot by themselves bring (...)
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  35. Sergio Rogerio Junqueira & Edile Fracaro Rodrigues (2010). A identidade do Ensino Religioso no contexto da laicidade (The identity of Religious Education in the context of secularism) - DOI: 10.5752/ P.2175-5841.2010v8n19p101. [REVIEW] Horizonte 8 (19):101-113.score: 24.0
    A discussão sobre o Ensino Religioso na escola pública das diferentes unidades da Federação é uma polêmica constante ao longo da história da República brasileira. A imposição legal do Ensino Religioso no âmbito escolar pode remeter à ideia de um Estado não laico e acarretar mais preocupações e discussões do que propriamente promover uma formação integral que favoreça os estudantes. No Estado laico, as religiões são livres contanto que respeitem a neutralidade confessional da esfera pública e a garantia de cuidar (...)
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  36. Tobias Barrington Wolff & Andrew Koppelman (2008). Expressive Association and the Ideal of the University in the Solomon Amendment Litigation. Social Philosophy and Policy 25 (2):92-122.score: 24.0
    In this article, Professors Wolff and Koppelman offer a critical analysis of the free speech claims that were asserted by the law schools and law faculty that sought to challenge the Solomon Amendment. Solomon is a federal statute that requires law schools to grant full and equal access to military recruiters during the student interview season. The military discriminates against gay men and lesbians under its t Ask, Don policy, and the law professors claimed a right to (...)
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  37. S. A. Ajayi (2011). Christian Missions and Evolution of the Culture of Mass Education in Western Nigeria. Journal of Philosophy and Culture 3 (2):33-54.score: 24.0
    The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary and (...)
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  38. J. T. Christie (1936). Class-Books Karl Gerth: Lateinische Syntax. Pp. 21. Berlin: Wedell, 1936. Paper, RM. 1.50. A. M. Croft: Revision Exercises in Latin Syntax. Pp. 90. London: Harrap, 1936. Cloth, 1s. 6d. C. H. St. L. Russell: Latin Unseens for School Certificate. Pp. Viii + 182. London and Glasgow: Blackie, 1936. Cloth, 2S. 6d. E. C. Marchant: A New Latin Reader. Pp. Xi + 130. London: G. Bell, 1936. Cloth, 2s. Latin Teaching: Commemoration Number, 1911–1936. Pp. 79. Oxford: Blackwell, 1936. Paper, 3d. Post Free From the Secretary, 10 Church Street, Old Headington, Oxford. [REVIEW] The Classical Review 50 (06):235-236.score: 24.0
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  39. Martin Cohen (2008). Political Philosophy: From Plato to Mao. Pluto Press.score: 24.0
    "The central advantages of this book are undoubtedly its lucidity, range and unorthodox approach to presenting key thinkers who have deeply influenced political philosophy. ... This wide range is covered with surprising agility and clarity. The book offers an engaging account of political philosophy where great schools of thought are audaciously summarized in a paragraph or two." --- Times Higher Education Supplement "Reliable and fair... Clear, relaxed, jargon-free and often attractively witty." --- The Philosopher "A handbook of the (...)
     
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  40. Stephen Gorard (2010). Education Can Compensate for Society – a Bit. British Journal of Educational Studies 58 (1):47 - 65.score: 24.0
    In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressedas the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical (...)
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  41. Vincent W. J. Van Gerven Oei & Jonas Staal (2011). The Missing Link / Monument for the Distribution of Wealth (Johannesburg, 2010). Continent 1 (4).score: 24.0
    continent. 1.4 (2011): 242—252. Introduction The following two works were produced by visual artist Jonas Staal and writer Vincent W.J. van Gerven Oei during a visit as artists in residence at The Bag Factory, Johannesburg, South Africa during the summer of 2010. Both works were produced in situ and comprised in both cases a public intervention conceived by Staal and a textual work conceived by Van Gerven Oei. It was their aim, in both cases, to produce complementary works that could (...)
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  42. Paweł Grabarczyk (2003). Czy Saul Kripke mógłby być fenomenologiem? Filozofia Nauki 1.score: 24.0
    In this article I am trying to compare the methods of phenomenology and analytic philosophy. Such a general comparison is of course impossible in a small article. In order to make it possible I am comparing selected authors. Phenomenology is thus represented by Husserl and Ingarden, analytic philosophy by Putnam and Kripke (they are chosen because of their realism and essentialism). I am trying to analyze the way the authors describe their methods. First I am analyzing analytic philosophy from the (...)
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  43. J. Graaff (2001). South African Explanations of Political Violence 1980-1995. South African Journal of Philosophy 20 (2):102-123.score: 24.0
    During the 1980's and the early 1990's South Africa experienced disturbing political violence of an unprecedented scope, intensity and nature. It was disturbing because it entailed acts of horrifying brutality, notably the ‘necklace' and the massacre, all of this against the background of ‘civilized' and measured com promise and negotiation. It stubbornly continued despite the unbanning of the liberation political organisations, and the holding of ‘free and fair' elections in April 1994. And it was unprecedented in a whole range (...)
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  44. A. C. Grayling, The Last Word on Excellence.score: 24.0
    When Matthew Arnold wrote Culture and Anarchy over a hundred years ago, he gave expression to the ideal of excellence in the fostering of culture, by describing it as "getting to know, on all the matters that most concern us, the best which has been thought and said in the world, and, through this knowledge, turning a stream of fresh and free thought upon our stock notions and habits." Arnold was an inspector of schools, and a champion of (...)
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  45. Andree Hahmann (2008). Die Stoische Kritik an der Aristotelischen Ursachenlehre. Proceedings of the Xxii World Congress of Philosophy 2:249-256.score: 24.0
    Already in antiquity the Aristotelian Philosophy was under attack by its philosophical opponents. The Stoics can surely be counted to the most important ones. Furthermore they can be regarded as one of the most influential philosophy schools of the Hellenistic time and in the early Roman Empire and their influenceeven on modern thinkers must not be neglected. It is well known that the Stoics not only advocated a physical monism but can also be described as determinists or, from a (...)
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  46. Eric Heinze (2004). The Logic of Liberal Rights: A Study in the Formal Analysis of Legal Discourse. Routledge.score: 24.0
    The Logic of Liberal Rights uses basic logic to develop a model of argument presupposed in all disputes about civil rights and liberties. No prior training in logic is required, as each step is explained. This analysis does not merely apply general logic to legal arguments but is also specifically tailored to the issues of civil rights and liberties. It shows that all arguments about civil rights and liberties presuppose one fixed structure and that there can be no original argument (...)
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  47. Avi Mintz (2004). The Disciplined Schooling of the Free Spirit: Educational Theory in Nietzsche‟ s Middle Period. Philosophy of Education 2004:163-170.score: 24.0
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  48. David Papineau (ed.) (2004). Western Philosophy: An Illustrated Guide. Oxford University Press.score: 24.0
    What does it mean for someone to exist? What is truth? Are we free to choose to think or act? What is consciousness? Is human cloning justifiable? These are just some of the questions philosophers have attempted to answer, striking right at the heart of what it means to be human. This important new books shows that philosophy need not be dry or intimidating. Its highly original treatment, combining philosophical analysis, historical and biographical background and thought-provoking illustrations, simultaneously informs (...)
     
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  49. John Paul (1979). The Acting Person. D. Reidel Pub. Co..score: 24.0
    Originally entitled Osoba i Czyn and published in Poland in 1969, TheActing Person is the official English translation and has been thoroughly edited and revised with the collaboration of the author. The book stresses that Man must ceaselessly unravel his mysteries and strive for a new and more mature expression of his nature. The author sees this expression as an emphasis on the significance of the individual living in community and on the person in the process of performing an action. (...)
     
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