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Ian Wright [8]Ian P. Wright [1]
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Profile: Ian Wright (York University)
  1. Ian P. Wright, Nonstandard Labour Values.
    The standard definition of labour value assumes that capitalists abstain from consumption during the period of replacement. The nonstandard definition of labour value assumes that capitalists consume. Both the transformation problem and the problem of an invariable measure of value are necessary consequences of standard labour values. In contrast, nonstandard labour values resolve both classical contradictions.
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  2. Ian Wright (2001). Critical Thinking in the Schools: Why Doesn't Much Happen? Informal Logic 22 (2).
    The teaching of critical thinking in public schooling is a central aim. Yet, despite its widespread acceptance in curriculum documents, critical thinking is rarely taught. Motivated by Onosko (1991), and by the efforts of some post-secondary instructors of critical thinking to get critical thinking taught in schools, I look at the recent literature on (a) critical thinking in the social studies, (b) definitions of, and programs in critical thinking, (c) teachers beliefs, and (d) the milieus in which teachers work. I (...)
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  3. Aaron Sloman, Ian Wright & Luc Beaudoin (1996). Towards a Design-Based Analysis of Emotional Episodes. Philosophy, Psychiatry, and Psychology 3 (2):101-126.
  4. Ian Wright, Aaron Sloman & Luc Beaudoin (1996). Towards a Design-Based Analysis of Emotional Episodes. Philosophy, Psychiatry, and Psychology 3 (2):101-126.
    he design-based approach is a methodology for investigating mechanisms capable of generating mental phenomena, whether introspectively or externally observed, and whether they occur in humans, other animals or robots. The study of designs satisfying requirements for autonomous agency can provide new deep theoretical insights at the information processing level of description of mental mechanisms. Designs for working systems (whether on paper or implemented on computers) can systematically explicate old explanatory concepts and generate new concepts that allow new and richer interpretations (...)
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  5. Ian Wright, Aaron Sloman & Luc J. Beaudoin (1996). Response to the Commentaries. Philosophy, Psychiatry, and Psychology 3 (2):137-137.
  6. Jerrold Coombs & Ian Wright (1994). A Conception of Practical Reasoning. Inquiry 14 (2):48-51.
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  7. Ian Wright (1978). Moral Reasoning and Conduct of Selected Elementary School Students. Journal of Moral Education 7 (3):199-205.
    Abstract In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ?delinquent? or ?non?delinquent? characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental??discussion of moral dilemmas; b) placebo??social studies games; c) control. A month later Kohlberg's instrument was readministered. Findings indicated that ?delinquents? and ?non?delinquents? differed significantly (p = .001) on moral reasoning (...)
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  8. Ian Wright (1976). Value/Moral Education in Canada: The Work of AVER. Journal of Moral Education 6 (1):32-35.
    Abstract The Association for Values Education and Research (AVER) is an interdisciplinary group of researchers located at the University of British Columbia. Focusing upon the competencies deemed necessary for a morally educated person, research, both conceptual and empirical, has been carried out. Teaching/learning units have been developed in order to expose students to value issues and to teach some of the processes of normative reasoning. Teachers have been trained to use some of the processes of values education and courses have (...)
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  9. Frank Simon & Ian Wright (1974). Moral Education: Problem Solving and Survival. Journal of Moral Education 3 (3):241-248.
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