Search results for 'Need for Academic Revolution' (try it on Scholar)

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  1. Nicholas Maxwell, Text of TEDxUCL Talk: The Urgent Need for an Academic Revolution.score: 223.5
    We urgently need to bring about a revolution in academic inquiry so that the basic aim becomes, not just knowledge, but rather wisdom, construed to be the capacity and active endeavour to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. A basic task of academia ought to be to help humanity learn how to make progress towards as good a world as possible.
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  2. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution: From Knowledge to Wisdom. In W. Karpiuk & K. Wisniewski (eds.), III International Interdisciplinary Technical Conference of Young Scientists: Proceedings.score: 209.5
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in (...)
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  3. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution: The Rational Pursuit of Wisdom. In Charles Tandy (ed.), Death And Anti-Death, Volume 7: Nine Hundred Years After St. Anselm (1033-1109. Ria University Press.score: 202.5
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  4. Nicholas Maxwell (2014). How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution. Imprint Academic.score: 202.5
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane (...)
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  5. Nicholas Maxwell (2007). From Knowledge to Wisdom: The Need for an Academic Revolution. London Review of Education 5:97-115.score: 182.5
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in (...)
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  6. Nicholas Maxwell (2010). The Urgent Need for an Academic Revolution. In Mark Levene, Rob Johnson & Richard Maguire (eds.), History at the End of the World? History, Climate Change and the Possibility of Closure. Humanities-EBooks.score: 160.5
    Two great problems of learning confront humanity: first, learning about the nature of the universe and about ourselves as a part of the universe, and second, learning how to live wisely – learning how to make progress towards as good a world as possible. The first problem was solved, in essence, in the 17th century, with the creation of modern science. A method was discovered for progressively improving knowledge and understanding of the natural world, the famous empirical method of science. (...)
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  7. Nicholas Maxwell (2002). The Need for a Revolution in the Philosophy of Science. Journal for General Philosophy of Science 33 (2):381-408.score: 144.8
    There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction (...)
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  8. Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.score: 142.5
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, (...)
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  9. Nicholas Maxwell (2011). We Need an Academic Revolution. Oxford Magazine (309):15-18.score: 135.8
    Universities today betray both reason and humanity. They are still dominated by the idea, inherited from the past, that the best way the academic enterprise can help promote human welfare is, in the first instance, to pursue the intellectual aim of acquiring knowledge. First, knowledge and technological know-how are to be acquired; then, secondarily, they can be applied to help solve social problems. But academic inquiry conducted in this way – knowledge-inquiry as it may be called – violates (...)
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  10. Nicholas Maxwell (2006). Learning to Live a Life of Value. In Jason A. Merchey (ed.), Living a Life of Value. Values of the Wise Press. 383--395.score: 129.0
    Much of my working life has been devoted to trying to get across the point that we urgently need to bring about a revolution in the aims and methods of academic inquiry, so that the basic aim becomes to seek and promote wisdom rather than just acquire knowledge.
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  11. Nicholas Maxwell (2010). Wisdom-Inquiry. The Philosophers' Magazine 22 (50):84-85.score: 129.0
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress (...)
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  12. Nicholas Maxwell (2003). Two Great Problems of Learning. Teaching in Higher Education, 8 (January):129-134.score: 129.0
    Two great problems of learning confront humanity: learning about the universe, and learning how to live wisely. The first problem was solved with the creation of modern science, but the second problem has not been solved. This combination puts humanity into a situation of unprecedented danger. In order to solve the second problem we need to learn from our solution to the first problem. This requires that we bring about a revolution in the overall aims and methods of (...)
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  13. Nicholas Maxwell (2008). Are Philosophers Responsible for Global Warming? Philosophy Now 65 (65):12-13.score: 123.0
    The suggestion that philosophers are responsible for global warming seems, on the face of it, absurd. However, that we might cause global warming has been known for over a century. If we had had in existence a more rigorous kind of academic inquiry devoted to promoting human welfare, giving priority to problems of living, humanity might have become aware of the dangers of global warming long ago, and might have taken steps to meet these dangers decades ago. That we (...)
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  14. Nicholas Maxwell (2001). Can Humanity Learn to Create a Better World? The Crisis of Science Without Wisdom. In Tom Bentley & Daniel Stedman Jones (eds.), The Moral Universe.score: 114.0
    Can we learn to create a better world? Yes, if we first create traditions and institutions of learning rationally devoted to that end. At present universities all over the world are dominated by the idea that the basic aim of academic inquiry is to acquire knowledge. Such a conception of inquiry, judged from the standpoint of helping us learn wisdom and civilization, is grotesquely and damagingly irrational. We need to change our approach to academic enterprise if we (...)
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  15. N. Maxwell (2012). Arguing for Wisdom in the University: An Intellectual Autobiography. Philosophia 40 (4):663-704.score: 85.5
    For forty years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a preposterously gigantic intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I (...)
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  16. John B. Ferguson (1980). The Need for Basic Biomedical Research Science and the Cure of Diseases: Letters to Members of Congress Efraim Racker The Biological Revolution: Applications of Cell Biology to Public Welfare Gerald Weissmann. Bioscience 30 (10):704-704.score: 85.5
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  17. David Lorimer (2002). The Need for a Noetic Revolution. Journal of Consciousness Studies 9 (12):89-91.score: 85.5
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  18. Samuel Totten (2004). Book Review of The Neglected" R": The Need for a Writing Revolution. [REVIEW] Educational Studies 36 (3).score: 85.5
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  19. Nicholas Maxwell (2012). A Revolution in Universities. Bedales Association and Old Bedalian Newsletter:19.score: 84.0
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including (...)
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  20. Nicholas Maxwell (2005). A Revolution for Science and the Humanities: From Knowledge to Wisdom. Dialogue and Universalism 15 (1-2):29-57.score: 84.0
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, to the quality of human life, academic inquiry of this type, devoted, in the first instance, to the pursuit of knowledge, is grossly and damagingly (...)
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  21. Patrick Van Kenhove, Iris Vermeir & Steven Verniers (2001). An Empirical Investigation of the Relationships Between Ethical Beliefs, Ethical Ideology, Political Preference and Need for Closure. Journal of Business Ethics 32 (4):347-361.score: 81.0
    An analysis is presented of the relationships between consumers ethical beliefs, ethical ideology, Machiavellianism, political preference and the individual difference variable "need for closure". It is based on a representative survey of 286 Belgian respondents. Standard measurement tools of proven reliability and robustness are used to measure ethical beliefs (consumer ethics scale), ethical ideology (ethical positioning), Machiavellianism (Mach IV scale) and need for closure. The analysis finds the following. First, individuals with a high need for closure tend (...)
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  22. Contemporary Chinese Thought (1998). Latter is Likely to Lead People Into Subjective Mistakes in the Guise of Advancing" Bold Scientific Assumptions." If the Old Three Classes Culture Heat is to Expand in an Ideal Healthy Manner, It is Most Important to Prevent the Occurrence of Artificial" Heat Creation." Academically, However, in-Depth Studies That Accommodate a Wide Range of Opinions Should Be Initiated and Entered Into the List of Routine Topics for Specialized Cultural Research. To Make This Connection, We Need Hand-in-Hand Cooperation Between the Media and Academic Circles. [REVIEW] Contemporary Chinese Thought 29 (4):63-72.score: 81.0
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  23. Nicholas Maxwell (2012). The Menace of Science Without Civilization: From Knowledge to Wisdom. Dialogue and Universalism 22 (3):39-63.score: 75.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  24. Nicholas Maxwell (2004). In Defense of Seeking Wisdom. Metaphilosophy 35 (5):733-743.score: 75.0
    Steven Yates has criticized my claim that we need to bring about a revolution in the aims and methods of academic inquiry, so that the aim becomes to promote wisdom rather than just acquire knowledge. Yates's main criticism is that the proposed revolution does not have a clear strategy for its implementation, and is, in any case, Utopian, unrealizable and undesirable. It is argued, here, that Yates has misconstrued what the proposed revolution amounts to; in (...)
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  25. Nicholas Maxwell (2012). The Menace of Science Without Wisdom. Ethical Record 117 (9):10-15.score: 75.0
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to (...)
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  26. Nicholas Maxwell (2008). Do We Need a Scientific Revolution? Journal for Biological Physics and Chemistry 8 (3):95-105.score: 72.0
    Do We Need a Scientific Revolution? (Published in the Journal of Biological Physics and Chemistry, vol. 8, no. 3, September 2008) Nicholas Maxwell (Emeritus Reader in Philosophy of Science at University College London) www.nick-maxwell.demon.co.uk Abstract Many see modern science as having serious defects, intellectual, social, moral. Few see this as having anything to do with the philosophy of science. I argue that many diverse ills of modern science are a consequence of the fact that the scientific community has (...)
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  27. Neema Sofaer & Daniel Strech (2011). The Need for Systematic Reviews of Reasons. Bioethics 26 (6):315-328.score: 69.0
    There are many ethical decisions in the practice of health research and care, and in the creation of policy and guidelines. We argue that those charged with making such decisions need a new genre of review. The new genre is an application of the systematic review, which was developed over decades to inform medical decision-makers about what the totality of studies that investigate links between smoking and cancer, for example, implies about whether smoking causes cancer. We argue that there (...)
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  28. Lucia Zivcakova, Eileen Wood, Gail Forsyth, Navinder Dhillon, Danielle Ball, Brittany Corolis, Amanda Coulas, Stephen Daniels, Joshua Hill, Anja Krstic, Amy Linseman & Marjan Petkovski (2012). Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives. [REVIEW] Journal of Academic Ethics 10 (2):137-150.score: 68.0
    A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the (...)
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  29. John Ziman (2002). The Continuing Need for Disinterested Research. Science and Engineering Ethics 8 (3):397-399.score: 63.5
    For scientific knowledge to be trustworthy, it needs to be dissociated from material interests. Disinterested research also performs other important non-instrumental roles. In particular, academic science has traditionally provided society with reliable, imaginative public knowledge and independent, self-critical expertise. But this type of science is not compatible with the practice of instrumental research, which is typically proprietary, prosaic, pragmatic and partisan. With ever-increasing dependence on commercial or state funding, all modes of knowledge production are merging into a new, ‘post- (...)’ research culture which is dominated by utilitarian goals. Growing concern about conflicts of interest is thus a symptom of deep-seated malaise in science and medicine. (shrink)
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  30. Nicholas Maxwell, Is the Wisdom Revolution Underway?score: 63.0
    The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress (...)
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  31. N. Maxwell (2012). In Praise of Natural Philosophy: A Revolution for Thought and Life. Philosophia 40 (4):705-715.score: 63.0
    Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the (...)
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  32. Nicholas Maxwell, From Knowledge to Wisdom: Assessment and Prospects After Three Decades. Research Across Boundaries – Advances in Integrative Meta-Studies and Research Practice.score: 62.5
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  33. Nicholas Maxwell (2009). Muller's Critique of the Argument for Aim-Oriented Empiricism. Journal for General Philosophy of Science 40 (1):103-114.score: 60.0
    For over 30 years I have argued that we need to construe science as accepting a metaphysical proposition concerning the comprehensibility of the universe. In a recent paper, Fred Muller criticizes this argument, and its implication that Bas van Fraassen’s constructive empiricism is untenable. In the present paper I argue that Muller’s criticisms are not valid. The issue is of some importance, for my argument that science accepts a metaphysical proposition is the first step in a broader argument intended (...)
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  34. Nicholas Maxwell (2006). Knowledge to Wisdom: We Need a Revolution. Philosophia 34 (3):377-378.score: 60.0
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  35. Cam Caldwell (2010). A ten-Step Model for Academic Integrity: A Positive Approach for Business Schools. [REVIEW] Journal of Business Ethics 92 (1):1 - 13.score: 60.0
    The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which (...)
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  36. Tamara Olive (2008). Desire for Higher Education in First-Generation Hispanic College Students Enrolled in an Academic Support Program: A Phenomenological Analysis. Journal of Phenomenological Psychology 39 (1):81-110.score: 60.0
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  37. Luc Boltanski (2002). The Left After May 1968 and the Longing for Total Revolution. Thesis Eleven 69 (1):1-20.score: 59.0
    In various European countries, the relation between `the left' and `the right' presents itself today in paradoxical form: the attenuation of the differences at the level of policy making is accompanied by the persistence, if not even strengthening, of the polarisation in terms of verbal position taking and of partisan self-description. To understand this situation, one needs to return to that which constitutes the ideological core of the opposition between left and right. The left remains marked, though not necessarily in (...)
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  38. Nicholas Maxwell (2014). Unification and Revolution: A Paradigm for Paradigms. Journal for General Philosophy of Science 45 (1):133-149.score: 58.0
    Incommensurability was Kuhn’s worst mistake. If it is to be found anywhere in science, it would be in physics. But revolutions in theoretical physics all embody theoretical unification. Far from obliterating the idea that there is a persisting theoretical idea in physics, revolutions do just the opposite: they all actually exemplify the persisting idea of underlying unity. Furthermore, persistent acceptance of unifying theories in physics when empirically more successful disunified rivals can always be concocted means that physics makes a persistent (...)
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  39. Nicholas Maxwell (2003). Science, Knowledge, Wisdom and the Public Good. Scientists for Global Responsibility Newsletter (26 February 2003):7-9.score: 57.0
    What kind of science – or, more generally, what kind of academic inquiry – can best contribute to the public good? Two answers are considered: knowledge-inquiry and wisdom-inquiry. The former is what we have at present. It is, however, damagingly irrational. The latter is more rigorous and, potentially, of greater value in human and intellectual terms. It arises as a result of putting the Enlightenment Programme properly into practice. We urgently need to bring about a revolution in (...)
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  40. Nicholas Maxwell (2009). Are Universities Undergoing an Intellectual Revolution?,. Oxford Magazine (290):13-16.score: 57.0
    For over 30 years I have argued, in and out of print that, for both intellectual and humanitarian reasons, we urgently need a revolution in the aims and methods of academic inquiry. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others. Wisdom thus includes knowledge but much else besides. (...)
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  41. Stephen R. Grimm (2008). Explanatory Inquiry and the Need for Explanation. British Journal for the Philosophy of Science 59 (3):481-497.score: 57.0
    Explanatory inquiry characteristically begins with a certain puzzlement about the world. But why do certain situations elicit our puzzlement (or curiosity) while others leave us, in some epistemically relevant sense, cold? Moreover, what exactly is involved in the move from a state of puzzlement to a state where one's puzzlement is satisfied? In this paper I try to answer both of these questions. I also suggest ways in which our account of scientific rationality might benefit from having a better (...)
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  42. Amie R. McKibban & Charles A. Burdsal (2013). Academic Dishonesty: An In-Depth Investigation of Assessing Measurable Constructs and a Call for Consistency in Scholarship. [REVIEW] Journal of Academic Ethics 11 (3):185-197.score: 57.0
    For over 70 years, research has tackled the issue of academic misconduct in the university setting. However, a review of the literature reveals that (a) consensus on the magnitude of such behavior has not been reached, and, (b) no one with expertise in quantitative methodology has attempted to classify the behaviors that describe cheaters until Ferrell and Daniel proposed the use of the Academic Misconduct Survey (AMS). Even they, following their 1995 study, made a call for the development (...)
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  43. Committee on Academic Standards and Accreditation: Sandra Winn Tutwiler, Kathleen deMarrais, David Gabbard, Andrea Hyde, Pamela Konkol, Huey-li Li, Yolanda Medina, Joseph Rayle & Amy Swain (2013). Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. Educational Studies 49 (2):107-118.score: 57.0
    (2013). Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. Educational Studies: Vol. 49, Critical, Interpretive, and Normative Perspectives of Educational Foundations: Contributions for the 21st Century, pp. 107-118.
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  44. Nicholas Maxwell (2010). Reply to Comments on Science and the Pursuit of Wisdom. Philosophia 38 (4):667-690.score: 56.3
    In this article I reply to comments made by Agustin Vicente and Giridhari Lal Pandit on Science and the Pursuit of Wisdom (McHenry 2009 ). I criticize analytic philosophy, go on to expound the argument for the need for a revolution in academic inquiry so that the basic aim becomes wisdom and not just knowledge, defend aim-oriented empiricism, outline my solution to the human world/physical universe problem, and defend the thesis that free will is compatible with physicalism.
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  45. Nicholas Maxwell (2012). Wisdom: Object of Study or Basic Aim of Inquiry?,. In Michel Ferrari & N. Weststrate (eds.), The Scientific Study of Personal Wisdom. Springer.score: 55.5
    We face severe global problems, many that we have inadvertently created ourselves. It is clear that there is an urgent need for more wisdom. One response is to improve knowledge about wisdom. This, I argue, is an inadequate response to the problems we face. Our global problems arise, in part, from a damagingly irrational kind of academic enterprise, devoted as it is to the pursuit of knowledge. We need to bring about a revolution in academic (...)
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  46. Bruce Macfarlane & Ming Cheng (2008). Communism, Universalism and Disinterestedness: Re-Examining Contemporary Support Among Academics for Merton's Scientific Norms. [REVIEW] Journal of Academic Ethics 6 (1):67-78.score: 55.5
    This paper re-examines the relevance of three academic norms to contemporary academic life – communism, universalism and disinterestedness – based on the work of Robert Merton. The results of a web-based survey elicited responses to a series of value statements and were analysed using the weighted average method and through cross-tabulation. Results indicate strong support for communism as an academic norm defined in relation to sharing research results and teaching materials as opposed to protecting intellectual copyright and (...)
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  47. Niklas Juth (2013). Challenges for Principles of Need in Health Care. Health Care Analysis:1-15.score: 55.5
    What challenges must a principle of need for prioritisations in health care meet in order to be plausible and practically useful? Some progress in answering this question has recently been made by Hope, Østerdal and Hasman. This article continue their work by suggesting that the characteristic feature of principles of needs is that they are sufficientarian, saying that we have a right to a minimally acceptable or good life or health, but nothing more. Accordingly, principles of needs must answer (...)
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  48. Nicholas Maxwell (2012). How Universities Can Help Humanity Learn How to Resolve the Crises of Our Times - From Knowledge to Wisdom: The University College London Experience. In G. Heam, T. Katlelle & D. Rooney (eds.), Handbook on the Knowledge Economy, vol. 2. Edward Elgar Publishing Ltd.score: 54.0
    We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...)
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  49. Owen Anderson (2008). The Presuppositions of Religious Pluralism and the Need for Natural Theology. Sophia 47 (2):201-222.score: 54.0
    In ‘The Presuppositions of Religious Pluralism and the Need for Natural Theology’ I argue that there are four important presuppositions behind John Hick’s form of religious pluralism that successfully support it against what I call fideistic exclusivism. These are i) the ought/can principle, ii) the universality of religious experience, iii) the universality of redemptive change, and iv) a view of how God (the Eternal) would do things. I then argue that if these are more fully developed they support a (...)
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