Search results for 'Philosophy, Indic Study and teaching' (try it on Scholar)

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  1. Richard King (1999). Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'. Routledge.score: 414.0
    Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
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  2. Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) (2006). Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ. Abhinandanagranthasamitiḥ.score: 396.0
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  3. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 351.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  4. Michael Ruse (1990). Making Use of Creationism. A Case-Study for the Philosophy of Science Classroom. Studies in Philosophy and Education 10 (1):81-92.score: 288.0
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  5. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 279.0
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  6. Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.score: 270.0
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...)
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  7. Harold Eugene Davis (1965). The Teaching of Philosophy in Universities of the United States. Washington, Pan American Union.score: 270.0
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  8. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.score: 270.0
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  9. Howard Evans Kiefer (1956). A Study of the Place of Instruction in General Philosophy in the General Education of Teachers. [Buffalo.score: 270.0
     
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  10. Sven Erik Nordenbo (1989). The Teaching of Philosophy in the Upper Secondary Schools in Western Europe: A Survey. Danish Institute for Educational Research.score: 270.0
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  11. P. George Victor (ed.) (1998). Teaching Philosophy in the Twenty-First Century. D.K. Printworld.score: 270.0
     
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  12. Assist Prof Dr Aytekin Demircioğlu (1998). An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy. Philosophy 2 (25):36.score: 252.0
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  13. James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.score: 252.0
    This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
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  14. Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.score: 243.0
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  15. Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.score: 240.0
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written (...)
     
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  16. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 225.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  17. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 220.5
     
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  18. D. Andler (ed.) (1995). Facets of Rationality. Sage Publications.score: 216.0
    Scholars from various philosophical schools of thought, including cultural relativism, hermeneutics, and postmodernism, have recently critiqued rationalism in light of new developments in the cognitive sciences. Each of these new developments set into motion new inquiries in each school philosophical school of thought. Now, in Facets of Rationality, a distinguished team of scholars examines these new inquiries and bring rationality back into the mainstream of the social sciences. The unique feature of this book lies in its multidisciplinary exploration of rational (...)
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  19. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.score: 211.5
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional (...)
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  20. Candradhara Śarmā (1996). The Advaita Tradition in Indian Philosophy: A Study of Advaita in Buddhism, Vedānta and Kāshmīra Shaivism. Motilal Banarsidass Publishers.score: 202.5
    This work is indeed a masterly survey of Mahayana Buddhism, Advaita Vedanta and kashmira Shaivism which brings into rominence the author`s original contributions some of which are of outstanding merit for a correct appreciation of the ...
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  21. Rafe Esquith (2007). Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56. Viking.score: 198.0
    From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...)
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  22. Matthew Lipman (1980). Philosophy in the Classroom. Temple University Press.score: 198.0
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  23. Matthew Lipman (1988). Philosophy Goes to School. Temple University Press.score: 198.0
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  24. Rajendra Prasad (2008). A Conceptual-Analytic Study of Classical Indian Philosophy of Morals. Jointly Published by Centre for Studies in Civilization and Concept Pub. Co. For the Project of History of Indian Science, Philosophy, and Culture.score: 198.0
    Using recontructive ideas available in classical Indian original works, this book makes a departure in the style of modern writings on Indian moral philosophy.
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  25. Pacita Guevara-Fernandez (1985). Credo: Teaching and Sharing. Distributed Outside the Philippines by the University of Hawaii Press.score: 198.0
     
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  26. Donald R. Kelley (1997). The Writing of History and the Study of Law. Variorum.score: 198.0
     
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  27. Ray Lepley (1931/1972). Dependability in Philosophy of Education. [New York,Ams Press.score: 198.0
     
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  28. Yan Li (2006). Tō Kōchi No Geijutsu Kyōikuron: Seikatsu Kyōiku to Geijutsu to No Ketsugō = Tao Xingzhi and His Philosophy of Artistic Education. Tōshindō.score: 198.0
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  29. James T. Robinson (1968). The Nature of Science and Science Teaching. Belmont, Calif.,Wadsworth Pub. Co..score: 198.0
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  30. David A. Shapiro (2012). Plato Was Wrong!: Footnotes on Doing Philosophy with Young People. Rowman & Littlefield Education.score: 198.0
    Introduction : why do philosophy with young people? -- What is philosophy? -- What is good thinking? -- What do I know? -- What is real? -- What is art? -- What is the right thing to do? -- What is the meaning of life?
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  31. George Webster Haupt (1935/1972). An Experimental Application of a Philosophy of Science Teaching in an Elementary School. [New York,Ams Press.score: 193.5
     
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  32. Lynsey Wolter (2010). Teaching & Learning Guide For: Demonstratives in Philosophy and Linguistics. Philosophy Compass 5 (1):108-111.score: 190.0
    Demonstrative noun phrases (e.g. this; that guy over there ) are intimately connected to the context of use in that their reference is determined by demonstrations and/or the speaker's intentions. The semantics of demonstratives therefore has important implications not only for theories of reference, but for questions about how information from the context interacts with formal semantics. First treated by Kaplan as directly referential , demonstratives have recently been analyzed as quantifiers by King, and the choice between these two approaches (...)
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  33. Rajendra Prasad (ed.) (2009). A Historical-Developmental Study of Classical Indian Philosophy of Morals. Project of History of Indian Science, Philosophy and Culture, Centre for Studies in Civilizations.score: 189.0
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  34. Israel Scheffler (1974/1991). In Praise of the Cognitive Emotions and Other Essays in the Philosophy of Education. Routledge.score: 189.0
    Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction ...
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  35. Chauncey Maher (2012). The Pittsburgh School of Philosophy: Sellars, Mcdowell, Brandom. Routledge.score: 189.0
    The given -- Belief -- Following rules -- Meaning -- Knowledge without the given -- Intentional action.
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  36. Michael Rosenak (1995). Roads to the Palace: Jewish Texts and Teaching. Berghahn Books.score: 189.0
    Jewish educators of diverse commitments will all find themselves addressed in the book, and enlightened by it.
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  37. Arvind Mandair (2004). Auto-Immunity in the Study of Religions(S): Ontotheology, Historicism and the Theorization of Indic Culture. Sophia 43 (2):63-85.score: 189.0
    Despite the prevalence of post-colonial theory in the humanities and social sciences, why is it that the two main secular formations in the study of religion(s), as philosophy of religion and history of religions, continue to deploy very similar mechanisms that reconstitute past imperialisms such as the hegemony of theory as specifically Western and/or the division of labor between universal and particular knowledge formations? To answer this question this paper stages an oblique engagement between the seemingly divergent discourses: (i) (...)
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  38. Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2012). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.score: 189.0
    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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  39. Patricia Hannam (2009). Philosophy with Teenagers: Nurturing a Moral Imagination for the 21st Century. Network Continuum.score: 189.0
    This book explains how P4C can facilitate young people's exploration of key ethical concerns of our time, such as sustainability, justice and intercultural and ...
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  40. C. S. Lewis (1947/2001). The Abolition of Man, or, Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools. Harpersanfrancisco.score: 189.0
    C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
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  41. Matthew Lipman & Ann Margaret Sharp (eds.) (1978). Growing Up with Philosophy. Temple University Press.score: 189.0
     
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  42. Anindita Niyogi Balslev (1983). A Study of Time in Indian Philosophy. O. Harrassowitz.score: 189.0
     
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  43. Shashi Bala (1996). Man, Being and Meaning: A Comparative Study of Guru Nanak's Philosophy and Indian Philosophy. Guru Nanak Dev University.score: 189.0
  44. Albert G. A. Balz (1954). Southern Teachers of Philosophy. [Lexington].score: 189.0
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  45. Martin A. Bertman (1974). Research Guide in Philosophy. General Learning Press.score: 189.0
     
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  46. Brand Blanshard, Curt John Ducasse, Charles William Hendel, Arthur Edward Murphy & Max Carl Otto (eds.) (1945). Philosophy in American Education, its Tasks and Opportunities. New York and London, Harper & Brothers.score: 189.0
     
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  47. Philip Cam (ed.) (2007). Philosophy with Young Children: A Classroom Handbook. Acsa.score: 189.0
     
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  48. Frederick Charles Copleston (1988). Russian Religious Philosophy: Selected Aspects. University of Notre Dame.score: 189.0
     
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  49. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.score: 189.0
  50. Shantaram Anant Desai (1987). A Study of the Indian Philosophy. Anupama Publications.score: 189.0
     
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