Search results for 'Philosophy, New Zealand' (try it on Scholar)

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  1. Charles Pigden (2011). Getting the Wrong Anderson? A Short and Opinionated History of New Zealand Philosophy. In Graham Oppy & Nick Trakakis (eds.), The Antipodean Philosopher: Public Lectures on Philosophy in Australia and New Zealand. Lexington Books. 169-195.score: 609.0
    Is the history of philosophy primarily a contribution to PHILOSOPHY or primarily a contribution to HISTORY? This paper is primarily contribution to history (specifically the history of New Zealand) but although the history of philosophy has been big in New Zealand, most NZ philosophers with a historical bent are primarily interested in the history of philosophy as a contribution to philosophy. My essay focuses on two questions: 1) How did New Zealand philosophy get to be so good? (...)
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  2. Graham Oddie & Roy W. Perrett (eds.) (1992). Justice, Ethics, and New Zealand Society. Oxford University Press.score: 353.0
    What is sovereignty? Was it ceded to the Crown in the Treaty of Waitangi? If land was unjustly confiscated over a century ago, should it be returned? Is an ecosystem valuable in itself, or only because of its value to people? Does a property right entail a right to destroy? Can collectives (such as tribes) bear moral responsibility? Do they have moral rights? If so, what are the implications for the justice system? These questions are essentially philosophical, yet all thoughtful (...)
     
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  3. Doreen D'Cruz (2011). The Lonely and the Alone: The Poetics of Isolation in New Zealand Fiction. Rodopi.score: 300.0
    Isolation in the back-country: George Chamier, G.B. Lancaster, Katherine Mansfield, John Mulgan, and Graham Billing -- Outsiders and misfits in fragmented social milieux: William Satchell, Vincent Pyke, John A. Lee, Robin Hyde, Frank Sargeson, and others -- The lonely and the alone in the fiction of Janet Frame -- Maurice Gee and postmodern isolation -- Women, isolation, and history: Fiona Kidman, Noel Hilliard, and Patricia Grace -- Cultural deracination and isolation: Witi Ihimaera, Keri Hulme, and Alan Duff.
     
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  4. Purushottama Bilimoria (1995). Introduction to the Special Issue: Comparative and Asian Philosophy in Australia and New Zealand. Philosophy East and West 45 (2):151-169.score: 270.0
  5. Leon Benade (2013). Developing Democratic Dispositions and Enabling Crap Detection: Claims for Classroom Philosophy with Special Reference to Western Australia and New Zealand. Educational Philosophy and Theory:1-15.score: 270.0
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  6. Graham Robert Oppy & Nick Trakakis (eds.) (2011). The Antipodean Philosopher. Lexington Books.score: 267.0
    v. 1. Public lectures on philosophy in Australia and New Zealand -- 2. Interviews with Australian and New Zealand philosophers.
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  7. Xiaoping Jiang (2010). A Probe Into the Internationalisation of Higher Education in the New Zealand Context. Educational Philosophy and Theory 42 (8):881-897.score: 261.0
    This paper presents a model of practice for analysing the internationalisation of higher education, and for better providing teaching service and support to both the internal and external other. It is derived from the theoretical analysis of the rationales, concepts and developments of the internationalisation of higher education, and from a New Zealand case study that exemplifies the current trend in the internationalisation of higher education—a shift from aid to trade. In the paper, the author examines the impacts of (...)
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  8. Peter Roberts (2009). A New Patriotism? Neoliberalism, Citizenship and Tertiary Education in New Zealand. Educational Philosophy and Theory 41 (4):410-423.score: 261.0
    This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives (...)
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  9. John Bigelow, Raymond D. Bradley, Andrew Brennan, Tony Coady, Peter Forrest, James Franklin, Karen Green, Russell Grigg, Matthew Sharpe, Jeanette Kennett, Neil Levy, Catriona Mackenzie, Gary Malinas, Chris Mortensen, Robert Nola, Paul Patton, Charles R. Pidgen, Val Plumwood, Graham Priest, Greg Restall, Jack Reynolds, Paul Thom & Michelle Boulous Walker (2011). The Antipodean Philosopher: Public Lectures on Philosophy in Australia and New Zealand. Lexington Books.score: 261.0
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  10. John N. Martin (1988). Philip P. Hanson, Ed.: Environmental Ethics: Philosophy and Policy Perspectives, and John Howell, Ed.: Environment and Ethics - a New Zealand Contribution. [REVIEW] Environmental Ethics 10 (4):357-362.score: 261.0
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  11. Graham Oppy Nick Trakakis (ed.) (2010). A Companion to Philosophy in Australia and New Zealand. Monash UP.score: 261.0
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  12. Graham Oppy & N. N. Trakakis (eds.) (2010). A Companion to Philosophy in Australia and New Zealand. Monash University Publishing.score: 261.0
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  13. Graham Oppy & Nick Trakakis (eds.) (2014). History of Philosophy in Australia and New Zealand. Springer.score: 261.0
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  14. Graham Trakakis, N. N., Oppy (ed.) (2010). A Companion to Philosophy in Australia and New Zealand. Monash University Publishing.score: 261.0
  15. N. Trakakis (ed.) (2011). The Antipodean Philosopher. Lexington Books.score: 216.0
    This volume presents an acessible and engaging collection of essays by prominent Australasian philosophers, covering a wide array of topics and drawn from a series of public lectures on Philosophy in Australia and Zealand convened over a ...
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  16. Elizabeth Schier & John Sutton (2014). Philosophy of Mind and Cognitive Science Since 1980. In Graham Oppy & Nick Trakakis (eds.), History of Philosophy in Australia and New Zealand. Springer.score: 201.0
    If Australasian philosophers constitute the kind of group to which a collective identity or broadly shared self-image can plausibly be ascribed, the celebrated history of Australian materialism rightly lies close to its heart. Jack Smart’s chapter in this volume, along with an outstanding series of briefer essays in A Companion to Philosophy in Australia and New Zealand (Forrest 2010; Gold 2010; Koksvik 2010; Lycan 2010; Matthews 2010; Nagasawa 2010; Opie 2010; Stoljar 2010a), effectively describe the naturalistic realism of Australian (...)
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  17. John Patterson (2000). People of the Land: A Pacific Philosophy. Dunmore Press.score: 201.0
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  18. Robert Keith Shaw (2005). Marshall—Making Wittgenstein Smile. Educational Philosophy and Theory 37 (3):397–405.score: 180.0
    In the 1980s and 1990s the discipline of philosophy of education had an impact on schooling and the public service in New Zealand because of the contracted work of James Marshall and Michael Peters. This personal reflection by Robert Shaw is a tribute to James Marshall and provides insight into the relationship between Ministry officials, the community, and educational researchers.
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  19. John O'Dea (2010). Frank Cameron Jackson. In Graham Oppy, Nick Trakakis, Steve Gardner, Fiona Leigh & Lynda Burns (eds.), Companion to Philosophy in Australia and New Zealand. Monash University Publishing.score: 174.0
    Entry for the Companion to Philosophy in Australia and New Zealand.
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  20. Charles Pigden (2011). Letter From Otago. The Philosophers' Magazine 53 (53):52-54.score: 174.0
    Short article on the history of the Otago Department.
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  21. Nancy Grudens-Schuck, Will Allen, Tasha M. Hargrove & Margaret Kilvington (2003). Renovating Dependency and Self-Reliance for Participatory Sustainable Development. Agriculture and Human Values 20 (1):53-64.score: 171.0
    Dependency stands for manygrievances and is generally considered asymptom of oppression. An opposing concept,offered as the preferred state, isself-reliance. Dependency and self-reliance arekey concepts in sustainable developmentprograms that feature participatory approaches.Some of the ways in which development projectsemploy the concepts of dependency andself-reliance, however, are troubling.Dependency and self-reliance in two programsfor participatory sustainable development areexamined, one in Canada and the other in NewZealand. Frameworks for dependency and self-reliance aredrawn from social psychology and philosophy toexamine problematic aspects associated with theconcepts. Analysis (...)
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  22. Jacqueline A. Laing, Rights. A Companion to Philosophy in Australia and New Zealand.score: 171.0
    The modern language of rights provides a contemporary idiom for certain ancient and perennial questions about the nature of morality. These include debates about the objectivity and universality of ethics and the nature of human obligation, freedom and action. Jeremy Bentham famously denounced natural rights, arguing that if morality was founded upon pain and pleasure, then there could be no such thing as natural rights: ‘Natural rights is simple nonsense: natural and imprescriptible rights, rhetorical nonsense—nonsense upon stilts’ (Bentham 1970: 30–1). (...)
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  23. Rex J. Ahdar (2001). Adrift in a Sea of Rights: A Report Prepared for the New Zealand Education Development Foundation. New Zealand Education Development Foundation.score: 144.0
  24. Lynne Alice & Lynne Star (eds.) (2004). Queer in Aotearoa New Zealand. Dunmore Press.score: 144.0
  25. Xiaoping Jiang (2011). Why Interculturalisation? A Neo-Marxist Approach to Accommodate Cultural Diversity in Higher Education. Educational Philosophy and Theory 43 (4):387-399.score: 135.0
    The paper offers a neo-Marxist framework of interculturalisation to accommodate the increasing cultural diversity in the internationalisation of higher education with specific reference to Chinese students in New Zealand. At present, there are few official strategies in place to provide for the needs of international students in New Zealand universities. Tolerance is often promoted to cope with differences in general, but this notion is not sufficient to embrace and encourage cultural diversity in higher education. The paper reviews neoliberal (...)
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  26. John A. Clark (1993). The Theory Movement in Educational Administration and the Administrative Reform of New Zealand Education: Are There Any Parallels to Be Drawn? Educational Philosophy and Theory 25 (2):21–30.score: 135.0
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  27. Eve Coxon (2002). From Patronage to Profiteering? New Zealand's Educational Relationship with the Small States of Oceania. Educational Philosophy and Theory 34 (1):57–75.score: 135.0
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  28. Michael Peters (2001). Environmental Education, Neo-Liberalism and Globalisation: The 'New Zealand Experiment'. Educational Philosophy and Theory 33 (2):203–216.score: 135.0
  29. Andrew Gibbons (2008). Child-Rearing Practices and Expert Identities: A Tale of Two Interventions. Educational Philosophy and Theory 40 (6):747-757.score: 135.0
    Paul Smeyers' keynote address to the PESA 2007 Conference, 'The Entrepreneurial Self and Informal Education: On government intervention and the discourse of experts' provides a timely call for questioning the governing of the family. This paper draws upon Smeyers' key concerns to explore both historical and contemporary trends in clustering government agencies, under the guidance of child development experts. The guidance of two expert groups is problematised, with particular attention to an absence of commitment to Māori perspectives of education and (...)
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  30. W. Anderson (1938). The Entrance Examination Policy of the University of New Zealand. Australasian Journal of Philosophy 16 (2):143 – 172.score: 135.0
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  31. James Marshall & Michael Peters (1991). Educational "Reforms" and New Right Thinking: An Example From New Zealand. Educational Philosophy and Theory 23 (2):46–57.score: 135.0
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  32. Michael A. Peters (2013). Children in Crisis: The New Zealand Case. Educational Philosophy and Theory 45 (1):1-5.score: 135.0
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  33. W. Anderson (1938). The Entrance Examination Policy of the University of New Zealand. I. Australasian Journal of Philosophy 16 (1):23 – 40.score: 135.0
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  34. Ross Galbreath (2000). New Zealand Scientists in Action: The Radio Development Laboratory and the Pacific War. Boston Studies in the Philosophy of Science 207:211-230.score: 135.0
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  35. Elizabeth Gross, Mary McCloskey & Brenda Judge (1984). New Zealand AAP Conference. Australasian Journal of Philosophy 62 (1).score: 135.0
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  36. R. Paterson (1997). A'Code of Patients' Rights' for New Zealand. Health Care Analysis: Hca: Journal of Health Philosophy and Policy 5 (1):43.score: 135.0
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  37. Adriane Rini (forthcoming). Models and Values: Why Did New Zealand Stop Hiring Women Philosophers? In K. Hutchinson & F. Jenkins (eds.), Women in Philosophy: What Needs to Change? Oxford University Press.score: 135.0
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  38. A. M. Smith & Alan Merry (1996). Medical Accountability and the Criminal Law: New Zealand Vs the World. Health Care Analysis: Hca: Journal of Health Philosophy and Policy 4 (1):45.score: 135.0
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  39. Philip Clayton (2010). Something New Under the Sun: Forty Years of Philosophy of Religion, with a Special Look at Process Philosophy. [REVIEW] International Journal for Philosophy of Religion 68 (1):139-152.score: 132.0
    Looking back over the last 40 years of work in the philosophy of religion provides a fascinating vantage point from which to assess the state of the discipline today. I describe central features of American philosophy of religion in 1970 and reconstruct the last 40 years as a progression through four main stages. This analysis offers an overarching framework from which to examine the major contributions and debates of process philosophy of religion during the same period. The major thinkers, topics, (...)
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  40. Jim Mackenzie (1998). The Philosophy of the Subject: Back to the Future. Educational Philosophy and Theory 30 (2):135–162.score: 123.0
    The author discusses why the philosophy of the subject has been important\nto postmodernists. The author commences with a discussion on the\nintellectual background of postmodernism and its relations with other\nkinds of philosophy and with history. This paper concludes with a\ndiscussion about Michel Foucault's views on education and training\nand what impact this had on development of policy in New Zealand.
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  41. John A. Clark (2013). The Place of Philosophy in the Training of Teachers: Peters Revisited. Educational Philosophy and Theory 45 (2):128-141.score: 123.0
    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in Peters? time there, (...)
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  42. Lee M. Brown (ed.) (2004). African Philosophy: New and Traditional Perspectives. Oxford University Press.score: 120.0
    In the last two decades the idea of African Philosophy has undergone significant change and scrutiny. Some critics have maintained that the idea of a system of philosophical thought tied to African traditions is incoherent. In African Philosophy Lee Brown has collected new essays by top scholars in the field that in various ways respond to these criticisms and defend the notion of African Philosophy. The essays address both epistemological and metaphysical issues that are specific to the traditional conceptual languages (...)
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  43. C. Alan Anderson (1993). Healing Hypotheses: Horatio W. Dresser and the Philosophy of New Thought. Garland.score: 120.0
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  44. Henry David Gray (1917/1975). Emerson: A Statement of New England Transcendentalism as Expressed in the Philosophy of its Chief Exponent. Norwood Editions.score: 120.0
  45. Itay Snir (2010). The “New Categorical Imperative” and Adorno's Aporetic Moral Philosophy. Continental Philosophy Review 43 (3):407-437.score: 114.0
    This article offers a new interpretation of Adorno’s new categorical imperative : it suggests that the new imperative is an important element of Adorno’s moral philosophy and at the same time runs counter to some of its essential features. It is suggested that Adorno’s moral philosophy leads to two aporiae, which create an impasse that the new categorical imperative attempts to circumvent. The first aporia results from the tension between Adorno’s acknowledgement that praxis is an essential part of moral philosophy, (...)
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  46. Alan Hájek, Australasian Philosophy of Probability, and Probability in Australasian Philosophy.score: 114.0
    The philosophy of probability has been alive and well for several decades in Australia and New Zealand. Some distinctive lines of thought have emerged, resonating with broader themes that have come to be associated with Australasian philosophers: realist/objectivist accounts of various theoretical entities; an ongoing concern with logic, including the development of non­classical logics; and enthusiasm for conceptual analysis, rooted in commonsense but informed by science. In this article I concentrate on work by philosophers on the interpretation of probability, (...)
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  47. Jason Goulah (2012). Daisaku Ikeda and Value-Creative Dialogue: A New Current in Interculturalism and Educational Philosophy. Educational Philosophy and Theory 44 (9):997-1009.score: 114.0
    This article focuses on Daisaku Ikeda's (1928– ) philosophy and practice of intercultural dialogue—what I call ‘value-creative dialogue’—as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900–1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871–1944); and in Makiguchi's theory of value creation (soka) and value-creating pedagogy. (...)
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  48. Steve Matthews (2010). A History of Philosophy of Mind in Australasia. In N. N. Trakakis (ed.), A Companion to Philosophy in Australia and New Zealand. Monash University Publishing.score: 114.0
  49. Nicolas Standaert (1995). Review: The Discovery of the Center Through the Periphery: A Preliminary Study of Feng Youlan's "History of Chinese Philosophy" (New Version). [REVIEW] Philosophy East and West 45 (4):569 - 589.score: 114.0
    Feng Youlan's (1895-1990) "History of Chinese Philosophy" is at present still the most well-known introduction to Chinese philosophy in any Western language. During the 1980s Feng Youlan published a seven-volume new version of his "History" in which he further developed his view on history so that the work itself can be considered part of the history of Chinese philosophy in this century. This paper presents a preliminary analysis and comparison of the different versions of the "History.".
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  50. Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.score: 114.0
    This paper comments on the process of re-development of the Maori-medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial didacticism that succumbs to the traditional notion of science curriculum content as (...)
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