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Profile: John Peter White
Profile: John White
  1. Thomas Alured Faunce, John White & Klaus I. Matthaei, Integrated Research Into the Nanoparticle-Protein Corona: A New Multidisciplinary Focus for Safe, Sustainable and Equitable Development of Nanomedicines.
    Much contemporary nanotoxicology, nanotherapeutic and nanoregulatory research has been characterised by a focus on investigating how delivery of engineered nanoparticles (ENPs) to cells is dictated primarily by components of the ENP surface. An alternative model, some implications of which are discussed here, begins with fundamental physicochemical research into the interaction of a dynamic nanoparticle-protein corona (NPC) with biological systems. The proposed new model also requires, however, that any such fresh NPC physicochemical research approach should involve integration and targeted collaboration from (...)
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  2. John S. White (forthcoming). Taine on Race and Genius. Social Research.
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  3. John Bentley White (2013). Pursuit of Bodily Excellence: Paul Weiss's Platonic (Religious) Imagination of Sports. Sport, Ethics and Philosophy 7 (4):391-411.
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  4. John White (2012). Philosophy in Primary Schools? Journal of Philosophy of Education 46 (3):449-460.
    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from the classroom. (...)
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  5. John White (2012). The Role of Policy in Philosophy of Education: An Argument and an Illustration. Journal of Philosophy of Education 46 (4):503-515.
    The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future of the (...)
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  6. John White (2011). Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling. Routledge.
  7. John White (2011). What Does It Mean to Be Well-Educated? Think (28):9-16.
    A brief account of educational aims, focussing on preparation for a life of autonomous well-being.
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  8. John R. White (2011). St. Bonaventure and the Problem of Doctrinal Development. American Catholic Philosophical Quarterly 85 (1):177-202.
    The problem of doctrinal development, first formulated by John Henry Newman, is usually assumed to be a distinctly modern theological issue, since itoriginates in modern scholarly history and its application to problems of doctrine. My thesis, in contrast, is that St. Bonaventure’s theology of history as presentedin his Hexaemeron is also a theory of doctrinal development—though it appears some six hundred years prior to Newman’s Essay on the Development of Christian Doctrine. I begin by discussing the relationship between theology of (...)
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  9. John White (2010). Elusive Rivalry? Conceptions of the Philosophy of Education. Ethics and Education 5 (2):135-145.
    What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the last fifty years? In a recent essay in Ethics and Education (Vol 2, No 2 October 2007) on ‘Rival conceptions of the philosophy of education’, Paul Standish described a number of features of APE. Relying on both historical and philosophical argument, the present paper critically assesses these eight points, as well as another five points delineating APE in the Introduction (...)
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  10. John White (2009). Education and a Meaningful Life. Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...)
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  11. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
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  12. John R. White (2009). Doctrinal Development and the Philosophy of History. American Catholic Philosophical Quarterly 83 (2):201-218.
    The following paper has two primary purposes. First it aims to articulate a theoretical proposition in general terms, namely, that every theory of doctrinal development presupposes a philosophy of history. The underlying significance of this proposition is that theories of doctrinal development are simultaneously narratives of the historical significance of the church’s pilgrimage through history, though that fact typically remains implicit in theories of doctrinal development. The second purpose is to illustrate the general proposition by analyzing a particularcase. I have (...)
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  13. John White (2008). Education. In D. Crook & G. McCulloch (eds.), The Routledge International Encyclopedia of Education. Routledge.
    A short encyclopaedia entry on the nature of education.
     
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  14. John White (2008). Eugenics, Race and Intelligence in Education ‐ By Clyde Chitty. British Journal of Educational Studies 56 (2):228-231.
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  15. John White (2008). Illusory Intelligences? Journal of Philosophy of Education 42 (3-4):611-630.
    Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. (...)
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  16. John White (2008). Philosophy of Education. In D. Crook & G. McCulloch (eds.), The Routledge International Encyclopedia of Education. Routledge.
    A short encyclopaedia entry on the nature of philosophy of education.
     
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  17. John R. White (2008). Divine Light and Human Wisdom: Transcendental Elements in Bonaventure's Illumination Theory. International Philosophical Quarterly 48 (2):175-185.
    This paper argues that structural elements of Bonaventure’s illumination theory significantly parallel Kantian transcendental philosophy. The question of whetherand what elements of transcendental thought can be found in Bonaventure’s philosophy is potentially instructive both for understanding medieval influences on transcendental philosophy and for raising the philosophical question of why substantially similar premises and thought-patterns result in substantially different solutions. After defining what I mean by “transcendental philosophy” and justifying that definition I turn to Bonaventure’s illumination theory and highlight thought patterns (...)
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  18. John White (2007). Wellbeing and Education: Issues of Culture and Authority. Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...)
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  19. John White (2007). What Schools Are for and Why. Philosophy of Education Society of Great Britain IMPACT pamphlet No 14.
    In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...)
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  20. John White (2006). Autonomy, Human Flourishing and the Curriculum. Journal of Philosophy of Education 40 (3):381–390.
  21. John R. White (2006). Ecological Value Cognition and the American Capitalist Ethos. Environmental Philosophy 3 (2):44-51.
    In this paper, I investigate what I call “ecological value cognition,” a term designating a cognitive process by which one understands: (1) a value or set of values which pertain to the environment, (2) that such values are morally relevant, and (3) that these values may invite or even require virtues, attitudes or actions with respect to them and the entities which bear them. I seek, in this paper, to elucidate the nature of ecological value cognition and suggest specific challenges (...)
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  22. John White (ed.) (2005). The Curriculum and the Child: The Selected Works of John White. Routledge.
    In the World Library of Educationalists series, international experts themselves compile career- long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/practical contributions-so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. Emeritus Professor John White has spent the last 35 years researching, thinking and writing (...)
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  23. John R. White (2005). Exemplary Persons and Ethics. American Catholic Philosophical Quarterly 79 (1):57-90.
    For Max Scheler, St. Francis represented perhaps the highest ideal of the moral life, an ideal he felt compelled to articulate throughout his philosophical work. In this paper, I examine the significance of the person of St. Francis for Scheler’s philosophy. I begin by developing Scheler’s notion of “exemplary person,” the idea that persons act as influences on moral life and thought. I then hypothesize that St. Francis functioned as an exemplary person for Scheler. Finally, I attempt to justify that (...)
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  24. Roberto Lin & John H. White (2004). The Pleiotropic Actions of Vitamin D. Bioessays 26 (1):21-28.
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  25. John White (2004). Reply to James Muir. Educational Philosophy and Theory 36 (4):455–458.
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  26. Eamonn Callan & John White (2003). Liberalism and Communitarianism. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub.. 95--109.
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  27. John White (2003). Five Critical Stances Towards Liberal Philosophy of Education in Britain. Journal of Philosophy of Education 37 (1):147-184.
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  28. Rocio Sanchez, Denis Nguyen, Walter Rocha, John H. White & Sylvie Mader (2002). Diversity in the Mechanisms of Gene Regulation by Estrogen Receptors. Bioessays 24 (3):244-254.
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  29. John White (2002). Education, the Market and the Nature of Personal Well-Being. British Journal of Educational Studies 50 (4):442 - 456.
    A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.
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  30. John White (2002). New Light on Personal Well–Being. Journal of the Philosophy of Education 36 (4):661–669.
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  31. Andrew Davis & John White (2001). Accountability and School Inspection: In Defence of Audited Self-Review. Journal of Philosophy of Education 35 (4):667–681.
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  32. Frieda Heyting, Dieter Lenzen & John White (eds.) (2001). Methods in Philosophy of Education. Routledge.
    This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.
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  33. John White (2001). Max Scheler's Tripartite Anthropology. Proceedings of the American Catholic Philosophical Association 75:255-266.
    A central but somewhat obscure concept in Scheler’s philosophy is that of person. I suggest that one aid to understanding Scheler’s notion of person is interpreting it in terms of what I call a tripartite anthropology. This term is meant to suggest that the human being can be conceived as comprising three distinct though characteristically cooperating sources of conscious activity. Once we understand Scheler’s anthropology in these terms, his concept of person becomes clearer. In this paper, I develop the notion (...)
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  34. John White (2001). Patriotism Without Obligation. Journal of Philosophy of Education 35 (1):141–151.
  35. John R. White (2001). Scheler's Argument for God's Existence From Religious Acts. Philosophy Today 45 (4):381-391.
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  36. John White & Patricia White (2001). An Analytic Perspective on Education and Children's Rights. In Frieda Heyting, Dieter Lenzen & John White (eds.), Methods in Philosophy of Education. Routledge. 13--29.
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  37. John White (2000). The Value of Education: A Reply to Andrew Reid. Journal of Philosophy of Education 34 (4):697–707.
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  38. John White (1999). In Defence of Liberal Aims in Education. In Roger Marples (ed.), The Aims of Education. Routledge. 185--200.
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  39. John White (1999). Response to Ronald Glasberg. Studies in Philosophy and Education 18 (4):263-265.
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  40. John White (1999). Thinking About Assessment. Journal of Philosophy of Education 33 (2):201–211.
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  41. John White (1998). Contemporary Perspectives on Religious Epistemology. American Catholic Philosophical Quarterly 72 (1):133-136.
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  42. Edward S. Casey, Ian Chaston, Edward Dimendberg, Matthew Gorton, John Gulick, Jean Hillier, Ted Kilian, Andrew Light, Hugh Mason, Mario Pascalev, Neil Smith, John Stevenson, Mary Ann Tetreault, Luke Wallin & John White (1997). Philosophy and Geography Ii: The Production of Public Space. Rowman & Littlefield Publishers.
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  43. John White (1997). Education and the End of Work: A New Philosophy of Work and Learning. Cassell.
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
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  44. John White (1997). Education, Work and Well-Being. Journal of Philosophy of Education 31 (2):233–247.
    The paper explores relationships between work and education. It begins with the meaning of 'work' and critically examines the claim in Richard Norman and Sean Sayers that work is a basic human need. After a section on the place of autonomous and heteronomous work in personal well-being, the paper finishes with comments on education and the future of work.
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  45. John R. White (1997). Divine Commands and Human Moral Agency. American Catholic Philosophical Quarterly 71 (4):555-566.
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  46. John R. White (1997). Virtue and Freedom. International Philosophical Quarterly 37 (4):413-422.
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  47. John White (1996). Education and Nationality. Journal of Philosophy of Education 30 (3):327–343.
    The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.
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  48. John White (1996). Liberalism, Nationality and Education. Studies in Philosophy and Education 15 (1-2):193-199.
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  49. John White (1995). The Concept of Intelligence. Journal of Philosophy of Education 29 (3):447–450.
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  50. John White (1994). The Dishwasher's Child: Education and the End of Egalitarianism. Journal of Philosophy of Education 28 (2):173–182.
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