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Richard Smith [116]Richard J. Smith [9]Richard D. Smith [4]Richard L. Smith [3]
Richard S. Smith [2]Richard A. Smith [2]Richard N. W. Smith [2]Richard F. Smith [2]

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Profile: Richard Smith
Profile: Richard Currie Smith (Case Western Reserve University)
Profile: Richard Smith (Queen's University, Belfast)
Profile: Richard Smith (Colorado State University)
  1.  14
    Richard Smith (2006). As If by Machinery: The Levelling of Educational Research. Journal of Philosophy of Education 40 (2):157–168.
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  2.  14
    Richard Smith (2010). Total Parenting. Educational Theory 60 (3):357-369.
    In this essay, Richard Smith observes that being a parent, like so much else in our late‐modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins to cast being a parent as a matter of “parenting,” a technological deployment of skills and techniques, with the loss of older, (...)
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  3.  83
    Richard J. Smith (1989). Reviews : D. C. Coleman, History and the Economic Past: An Account of the Rise and Decline of Economic History in Britain, Oxford: Clarendon Press, 1987, £17.50, 150 Pp. [REVIEW] History of the Human Sciences 2 (2):269-271.
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  4. Richard Smith & Sung Hee Kim (2007). Comprehending Envy. Psychological Bulletin 133:46-64.
     
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  5.  3
    Niels van de Ven, Charles E. Hoogland, Richard H. Smith, Wilco W. van Dijk, Seger M. Breugelmans & Marcel Zeelenberg (2015). When Envy Leads to Schadenfreude. Cognition and Emotion 29 (6):1007-1025.
  6.  6
    Richard Smith (2003). Thinking with Each Other: The Peculiar Practice of the University. Journal of Philosophy of Education 37 (2):309–323.
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  7.  59
    Richard Smith (2006). On Diffidence: The Moral Psychology of Self-Belief. Journal of Philosophy of Education 40 (1):51–62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  8.  4
    Joanna Coast & Richard D. Smith (2015). Distributional Considerations in Economic Responses to Antimicrobial Resistance. Public Health Ethics 8 (3):225-237.
    Antimicrobial resistance is a major and increasing problem globally. Economics has engaged with this issue increasingly over the last 20 years. Much of this concerns assessments of the cost of various forms of resistance, but it also includes economic analyses of interventions and policies designed to contain resistance. Analysis has, however, thus far largely neglected possible distributional issues associated with such interventions and analysis. The article explores three normative bases for the conduct of economic analysis: welfarism; extra-welfarism focused on health (...)
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  9.  2
    Richard Smith (2006). Abstraction and Finitude: Education, Chance and Democracy. [REVIEW] Studies in Philosophy and Education 25 (1-2):19-35.
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  10.  6
    Richard Smith (2002). Self-Esteem: The Kindly Apocalypse. Journal of Philosophy of Education 36 (1):87–100.
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  11.  34
    Richard F. Smith (1943). The Twilight of Civilization. Modern Schoolman 21 (1):56-57.
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  12.  13
    Richard Smith (1999). Paths of Judgement: The Revival of Practical Wisdom. Educational Philosophy and Theory 31 (3):327–340.
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  13.  31
    Richard Smith (2011). The Play of Socratic Dialogue. Journal of Philosophy of Education 45 (2):221-233.
    Proponents of philosophy for children generally see themselves as heirs to the ‘Socratic’ tradition. They often claim too that children's aptitude for play leads them naturally to play with abstract, philosophical ideas. However in Plato's dialogues we find in the mouth of ‘Socrates’ many warnings against philosophising with the young. Those dialogues also question whether philosophy should be playful in any straightforward way, casting the distinction between play and seriousness as unstable. It seems we cannot think of Plato as representing (...)
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  14.  2
    Pádraig Hogan & Richard Smith (2003). The Activity of Philosophy and the Practice of Education. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 165--180.
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  15. Nicholas C. Burbules & Richard Smith (2005). 'What It Makes Sense to Say': Wittgenstein, Rule-Following and the Nature of Education. Educational Philosophy and Theory 37 (3):425–430.
  16.  9
    Richard Smith (2011). On Dogs and Children: Judgements in the Realm of Meaning. Ethics and Education 6 (2):171-180.
    When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...)
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  17.  59
    Richard Smith (2008). Proteus Rising: Re-Imagining Educational Research. Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  18. Richard Smith & Paul Standish (1998). Teaching Right and Wrong: Moral Education in the Balance. British Journal of Educational Studies 46 (4):481-482.
     
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  19.  54
    Martha Nussbaum, Richard Smith & James Ladyman (forthcoming). Gordon Finlayson's Website. Philosophy.
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  20. Oladele Olaniyan, Richard S. Smith & Bill Morris (2013). Qualitative Geophysical Interpretation of the Sudbury Structure. Interpretation 1 (1):T25-T43.
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  21.  5
    Richard Smith, Laura O'Grady & Alejandro R. Jadad (2009). In Search of Health. Journal of Evaluation in Clinical Practice 15 (4):743-744.
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  22.  4
    Richard Smith (2012). University Futures. Journal of Philosophy of Education 46 (4):649-662.
    Recent radical changes to university education in England have been discussed largely in terms of the arrangements for transferring funding from the state to the student as consumer, with little discussion of what universities are for. It is important, while challenging the economic rationale for the new system, to resist talking about higher education only in the language of economics. There is a strong principled case for rejecting the extension of neoliberalism to education and university education especially. ‘The market’ claims (...)
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  23.  32
    David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  24.  6
    Richard Smith (2005). Dancing on the Feet of Chance: The Uncertain University. Educational Theory 55 (2):139-150.
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  25.  9
    Richard Smith (1985). Freedom and Discipline. Allen & Unwin.
    Schools have changed in many ways, largely for the better, since the first edition of this book appeared: the young people in them are generally treated with far more respect than was the case a quarter of a century ago.
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  26.  2
    Richard Smith (2016). The Virtues of Unknowing. Journal of Philosophy of Education 50 (2):272-284.
    Traditional epistemology is often said to have reached an impasse, and recent interest in virtue epistemology supposedly marks a turn away from philosophers’ traditional focus on problems of knowledge and truth. Yet that focus re-emerges, especially among ‘reliabilist’ virtue epistemologists. I argue for a more ‘responsibilist’ approach and for the importance of some of the quieter and gentler epistemic virtues, by contrast with the tough-minded ones that are currently popular in education. In particular I make a case for what I (...)
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  27.  8
    Morwenna Griffiths & RICHARD SMITH (1989). Standing Alone: Dependence, Independence and Interdependence in the Practice of Education. Journal of Philosophy of Education 23 (2):283–294.
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  28.  21
    Richard Smith (2009). Between the Lines: Philosophy, Text and Conversation. Journal of Philosophy of Education 43 (3):437-449.
    In doing philosophy we need to be aware of the awkwardness of thinking in terms of having a method, still more any kind of 'methodology'. Instead we might consider the different ways in which philosophy has been conceived in terms of contrasts: for example between the written and the spoken word, between exposition and dialogue, and between—in Richard Rorty's terms—systematic and edifying philosophy. This article offers no easy answer to how to proceed, suggesting rather that those who attempt philosophy need (...)
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  29.  3
    Richard Smith (2016). Metamorphosis and the Management of Change. Journal of Philosophy of Education 50 (1):8-19.
    Talk of educational reform and of the importance of ‘the management of change’ in education and elsewhere is still in vogue. However it often seems concerned to persuade us that if we engage fully with change rather than resisting it we will find our lives more meaningful, thus omitting the important matter of the goal of the change in question. Change here is in any case invariably a euphemism for the impoverishment of education and the annihilation of its ideals, together (...)
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  30.  5
    Richard Smith (1987). Skills: The Middle Way. Journal of Philosophy of Education 21 (2):197–201.
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  31. J. David Lewis & Richard L. Smith (1982). American Sociology and Pragmatism: Mead, Chicago Sociology, and Symbolic Interaction. Transactions of the Charles S. Peirce Society 18 (1):105-108.
     
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  32.  28
    Richard A. Smith & John R. Leach (2010). Liberal Arts Education and Brain Plasticity. Philosophy in the Contemporary World 17 (2):119-130.
    This paper addresses what some view as a progressive and decades-long devaluing of the liberal arts in our educational institutions and society at large. It draws attention to symptoms of this trend and possible contributing factors, identifies benefits commonly attributed to the liberal arts, and then shows how insights from recent research on neuroplasticity provide good reason to believe that a traditional liberal education has positive effects on a person's brain. The paper supports the thesis that well-designed liberal arts courses (...)
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  33.  7
    Richard J. Smith (2006). Knowing the Self and Knowing the "Other": The Epistemological and Heuristic Value of the Yijing. Journal of Chinese Philosophy 33 (4):465–477.
  34.  1
    David Bridges & Richard Smith (2006). Introduction. Journal of Philosophy of Education 40 (4):417–419.
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  35.  8
    Richard Smith (1931). Descartes and French Jesuits. Modern Schoolman 8 (2):31-33.
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  36. Richard Smith, Terence Turner, Ron Garonzick, Colin Leach, Vanessa Urch-Druskat & Christine Weston (1996). Envy and Schadenfreude. Personality and Social Psychology Bulletin 22 (2):158-168.
  37.  39
    Richard Smith (2008). The Long Slide to Happiness. Journal of Philosophy of Education 42 (3-4):559-573.
    The recent wave of interest in 'teaching happiness' is beset by problems. It consists of many different emphases and approaches, many of which are inconsistent with each other. If happiness is understood as essentially a matter of 'feeling good', then it is difficult to account for the fact that we want and value all sorts of things that do not make us particularly happy. In education and in life more broadly we value a wider diversity of goods. Such criticisms are (...)
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  38.  11
    Richard Currie Smith (2009). Semioepistemology. Semiotics:569-575.
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  39.  3
    Richard Smith (2001). Editorial. Journal of Philosophy of Education 35 (1):1-1.
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  40. Richard Smith (2003). Booknotes. Journal of Philosophy of Education 37 (1):199–201.
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  41.  9
    Richard Smith (2004). The Brain is the Milieu: Speed, Politics and the Cosmopolitan Screen. Theory and Event 7 (3).
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  42. Richard Upsher Smith (2000). The Pythagorean Letter and Virgil's Golden Bough. Dionysius 18:7-24.
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  43. Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) (2002). The Blackwell Guide to the Philosophy of Education. John Wiley & Sons.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  44.  4
    Richard J. Smith (1998). The Place of the Yijing in World Culture: Some Historical and Contemporary Perspectives. Journal of Chinese Philosophy 25 (4):391-422.
  45. Richard Smith (2001). Preface. Journal of Philosophy of Education 35 (3):iii–iii.
  46.  4
    Richard F. Smith (1943). Is Modern Culture Doomed? Modern Schoolman 21 (1):57-57.
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  47.  8
    Richard Smith (forthcoming). Guest Editorial: The Ethics of Ignorance. Journal of Medical Ethics.
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  48.  7
    David Clarke, James Kunstler, James Legacy, Robert Lane, Richard Smith & Stanley Pearson (2000). Book Notes. [REVIEW] Knowledge, Technology and Policy 12 (4):91-103.
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  49.  14
    Richard A. Smith (1993). Nietzsche: Philosopher of Ressentiment? International Studies in Philosophy 25 (2):135-143.
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  50.  14
    Richard Smith (2011). Beneath the Skin: Statistics, Trust, and Status. Educational Theory 61 (6):633-645.
    Overreliance on statistics, and even faith in them—which Richard Smith in this essay calls a branch of “metricophilia”—is a common feature of research in education and in the social sciences more generally. Of course accurate statistics are important, but they often constitute essentially a powerful form of rhetoric. For purposes of analysis and understanding, they have their limitations. In particular they tend to tell us more about correlation than causality. The extended example Smith discusses here—The Spirit Level: Why More Equal (...)
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