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John Wilson [155]John Cook Wilson [15]John A. Wilson [11]John B. Wilson [6]
John R. S. Wilson [5]John R. Wilson [5]John-Paul Wilson [5]John T. Wilson [5]

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Profile: John Wilson (Marsden High School)
  1.  19
    John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  2. John Wilson (1995). Love Between Equals: A Philosophical Study of Love and Sexual Relationships. St. Martin's Press.
    Everyone loves something or somebody, and most people are concerned with loving another person like themselves, all equal. This book is based on the belief that getting clear about the concept and meaning of love between equals is essential for success in our practical lives. For how can we love properly unless we have a fairly clear idea of what love is? The book is written in ordinary language and for the ordinary person, without jargon or philosophical technicalities. It aims (...)
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  3. John Wilson (1986). What Philosophy Can Do. Barnes & Noble Books.
     
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  4. John R. S. Wilson (1978). In One Another's Power. Ethics 88 (4):299-315.
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  5.  73
    John Wilson (1991). Does Equality (of Opportunity) Make Sense in Education? Journal of Philosophy of Education 25 (1):27–32.
  6. John Wilson (1987). A Preface to Morality. Barnes & Noble.
    Nearly all writers on morality, including philosophers, have had something to sellóif only a partisan picture of what morality is. In this book the author sets out to examine and clarify the nature of morality from a strictly neutral standpoint and what kinds of virtues are required to do well in morality. As against those who associate morality primarily with action and will-power, he sees it more Platonically, as a matter of mental health and the ability to love. These notions (...)
     
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  7.  34
    John Wilson (1977). Philosophy in the Classroom. Teaching Philosophy 2 (3/4):390-392.
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  8.  9
    Alan Doig & John Wilson (1998). The Effectiveness of Codes of Conduct. Business Ethics 7 (3):140–149.
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  9.  3
    John Wilson (1977). Philosophy and Practical Education. Routledge & Kegan Paul.
  10.  59
    John G. Wilson (2014). Sartre and Cyber-Dissidence: The Groupe En Fusion and the Putative We-Subject. Sartre Studies International 20 (1):17-35.
    Recently, social-media tools have been widely credited with igniting pervasive social upheavals in the Middle East, some of which brought down governments. This article explores the putative structure of such gatherings and considers new developments in what such collectives might be from a Sartrean perspective, in particular as mediated by the arrival of social media. A Sartrean perspective on the still indefinite composition of media collectives is offered under Sartre's concept of the groupe en fusion , yet still open to (...)
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  11. John Wilson (1979). Fantasy and Common Sense in Education. Monograph Collection (Matt - Pseudo).
     
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  12. John Wilson (1972). Philosophy and Educational Research. Windsor,National Foundation for Educational Research in England and Wales.
     
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  13. John Wilson (1993). Reflection and Practice: Teacher Education and the Teaching Profession. Althouse Press.
  14.  61
    John Wilson (1968). Happiness. Analysis 29 (1):13 - 21.
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  15.  8
    John P. Wilson & Larry Campbell (2016). Financial Functional Analysis: A Conceptual Framework for Understanding the Changing Financial System. Journal of Economic Methodology 23 (4):413-431.
    The financial system is currently undergoing a revolution brought about by e-finance, digital convergence, new market entrants and government-encouraged competition. New market entrants such as Apple, Alibaba, Facebook and Google come from industries such as IT, retail, social media and telecoms, and, therefore, do not fit comfortably within traditional financial institutional structures. A functional perspective might provide more practical insights into this revolution; however, the functional perspective has had a limited impact. This paper will investigate the benefits and limitations of (...)
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  16.  20
    John Wilson (2001). Shame, Guilt and Moral Education. Journal of Moral Education 30 (1):71-81.
    The concepts marked by "shame" and "guilt" are analysed briefly, and their merits and demerits as types of moral motivation reviewed. Both concepts appear as inexpellable from human life, although different cultures may weigh them differently and give them different contents. Each has certain advantages and disadvantages, but both may be paralysing rather than morally constructive. Various alternative motivations are considered, including fear and desire; and the conclusion is reached that the moral educator's prime task is to introduce children to (...)
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  17. Michael Shermer, John G. Wilson, Jane R. Camerini, Peter Raby, David Quammen & Andrew Berry (2003). In Darwin's Shadow: The Life and Science of Alfred Russel Wallace. Journal of the History of Biology 36 (2):385-403.
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  18. Alan Doig & John Wilson (1998). The Effectiveness Of Codes Of Conduct. Business Ethics: A European Review 7 (3):140-149.
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  19.  77
    John Wilson (1963). Thinking with Concepts. Cambridge, University Press.
    This is a book to be worked through, in a sense a text-book.
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  20.  45
    John Wilson (1989). Can One Promise to Love Another? Philosophy 64 (250):557 - 563.
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  21.  22
    John Wilson & Samuel M. Natale (1985). First Steps in Moral and Ethical Education. Thought: A Journal of Philosophy 60 (2):119-140.
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  22.  19
    John Wilson (1981). Concepts, Contestability and the Philosophy of Education. Journal of Philosophy of Education 15 (1):3–15.
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  23.  12
    Tina Pietsch, John Wilson & Matthew McDonald (2010). Ontological Insecurity: A Guiding Framework for Borderline Personality Disorder. Journal of Phenomenological Psychology 41 (1):85-105.
    The purpose of this inquiry is to explore the experience of Borderline Personality Disorder with the aim of developing a more liberating approach to its diagnosis and treatment. Eight participants diagnosed with Borderline Personality Disorder were recruited from a psychiatric hospital operated by the Surrey and Borders NHS Trust and an outpatient daycentre based in London, United Kingdom. A narrative approach to methodology was employed to collect and analyse the participants’ life-stories. Themes to emerge from the participant’s narratives were found (...)
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  24.  6
    John Wilson & Barbara Cowell (1987). Method, Content and Motivation in Moral Education. Journal of Moral Education 16 (1):31-36.
    Abstract Arguments about whether stress should be laid on content or on method in moral education are shown to be misguided: both are inextricably interlocked since morality is a complete form of life, partly concerned with action and partly with feeling. Proper motivation for moral education must display this form in the daily lives of the pupils, who will come to be morally educated only in so far as they share the form with those who love them and whom they (...)
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  25. John Paul Wilson (1997). The Nature of Greek Overseas Settlements in the Archaic Period: Emporion or Apoikia? In Lynette G. Mitchell & P. J. Rhodes (eds.), The Development of the Polis in Archaic Greece. Routledge
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  26.  12
    John B. Wilson (1966). Comment on Flew's?What is Indoctrination?? Studies in Philosophy and Education 4 (4):390-395.
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  27.  28
    John R. Wilson (forthcoming). Source Data Verification in Clinical Trials Involving the Temporarily Incapacitated Subject: Is There a Missing Link in the Notion of Proxy Consent? IRB: Ethics & Human Research.
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  28.  24
    John Wilson (1975). First Steps in Teaching Philosophy. Teaching Philosophy 1 (2):224-227.
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  29.  5
    John C. Hall, John Wilson & Ronald Atkinson (1993). Logic and Sexual Morality. Monograph Collection (Matt - Pseudo).
  30.  4
    John Wilson (1986). Relativism and Teaching. Journal of Philosophy of Education 20 (1):89–96.
  31.  11
    John Wilson (1998). Seriousness and the Foundations of Education. Educational Theory 48 (2):143-153.
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  32.  4
    John Wilson (1992). The Primacy of Authority. Journal of Moral Education 21 (2):115-124.
    Abstract The concept of authority is primary and inescapable, and anterior to the opposition of particular values (such as law and order? versus freedom'). No human interaction is possible without authority. Problems about the legitimacy and scope of authority are discussed: particularly the legitimacy of compelling school attendance. Attention is drawn to the particular importance of authority in moral and political education.
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  33.  30
    John Wilson (1982). What is 'Teaching Philosophy'? Teaching Philosophy 5 (3):193-201.
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  34. John Wilson & Barbara Cowell (1989). Taking Education Seriously. Monograph Collection (Matt - Pseudo).
     
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  35. John Wilson & National Foundation for Educational Research in England and Wales (1975). Educational Theory and the Preparation of Teachers.
  36.  9
    John Wilson (1996). First Steps in Moral Education. Journal of Moral Education 25 (1):85-91.
    Abstract Moral education has to be taken as ?education in morality?: that is, in a particular form of thought and life which has its own procedures of reason. We have to establish what these are, what equipment the morally educated person logically requires and, from that, how to assess such equipment and how to generate practical methods that enhance it. The main features of this are not difficult to understand: what stands in our way is certain kinds of psychological resistance (...)
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  37.  7
    John Wilson (1986). The Teaching Profession: A Case of Self-Mutilation. Journal of Philosophy of Education 20 (2):245–250.
  38.  1
    John Cook Wilson (1926). Statement and Inference. Oxford University Press.
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  39.  9
    John Wilson (1979). Moral Education: Retrospect and Prospect. Journal of Moral Education 9 (1):3-9.
    Abstract Progress in moral education depends chiefly on the rejection of fantasy. The philosophical basis must be understood: it involves (a) a non?partisan approach, and (b) grasp of moral methodology??we are to show pupils how to get the right answers. Research and development require a linear structure, beginning with (and controlled by) conceptual enquiry, then involving psychology and social science, and finally issuing in practical development. Moral education periods are needed in the school timetable. Education in morality must be distinguished (...)
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  40.  1
    John Wilson (1985). The Inevitability of Certain Concepts (Including Education): A Reply to Robin Barrow. Educational Theory 35 (2):203-204.
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  41.  4
    John Wilson (1981). Motivation and Methodology in Moral Education. Journal of Moral Education 10 (2):85-94.
    Abstract Two basic worries about moral education are considered. The first ?? whether there are or are not fundamental principles of reason and procedure which govern moral decision?making ?? is argued to be unnecessary, since there plainly are some such procedures. The second ?? how and in what direction pupils should be motivated to attend to such principles ?? is a more complex and difficult matter, which has to be tackled whatever one's particular philosophical views on morality. It is argued (...)
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  42.  8
    John-Paul Wilson (2000). B. B. Price (Ed.): Ancient Economic Thought: Volume 1 . Pp. X + 271. London and New York: Routledge, 1997. Cased, £47.50. ISBN: 0-415-14930-. [REVIEW] The Classical Review 50 (02):654-.
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  43.  24
    John Wilson (1988). Why Forgiveness Requires Repentance. Philosophy 63 (246):534 - 535.
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  44.  1
    John Wilson & Barbara Cowell (1983). The Democratic Myth. Journal of Philosophy of Education 17 (1):111–117.
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  45.  40
    John Wilson (2003). The Concept of Education Revisited. Journal of Philosophy of Education 37 (1):101–108.
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  46.  12
    John R. Wilson & Claire M. Whittington (2001). Implementation of Self-Managed Teams in Manufacturing: More of a Marathon Than a Sprint. [REVIEW] AI and Society 15 (1-2):58-81.
    During the past decade teamwork in manufacturing, as in other sectors, has become the organisational form of choice. In contrast to earlier manifestations such as autonomous workgroups some 30 years earlier, this appears to have been largely for business and production reasons rather than being directly aimed at improving the quality of work life. Taken from part of a larger study of teamworking in several different manufacturing companies this paper draws upon a retrospective analysis of cases of self-managed team implementation (...)
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  47.  2
    Alan Ryan & John Wilson (1967). Equality. Philosophical Quarterly 17 (68):281.
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  48. John Wilson (1970). Moral Thinking: A Guide for Students. London,Heinemann Educational [for the] Farmington Trust.
     
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  49.  6
    John Wilson (1998). Two Aspects of Morality. Journal of Moral Education 27 (1):35-46.
    Abstract Two aspects or aims of morality are distinguished: (1) the need to avoid trouble and ensure appropriate behaviour, and (2) forms of life which involve sharing, and hence require certain basic dispositions as well as behaviour?patterns. It is argued that (1) may, in principle, be achieved by various external agencies, not only by internalised guilt, shame and a sense of duty. ?Will?power?, and the whole notion of moral struggle, may in one sense be otiose or replaceable. Besides (1) efficient (...)
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  50. John Wilson (1988). Social Theory. Studies in Soviet Thought 35 (1):79-80.
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1 — 50 / 212