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Richard Smith [84]Richard J. Smith [9]Richard L. Smith [3]Richard N. W. Smith [2]
Richard G. Smith [2]Richard A. Smith [2]Richard Upsher Smith [2]Richard D. Smith [2]

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Profile: Richard Smith
Profile: Richard Smith (Queen's University, Belfast)
Profile: Richard Smith (Colorado State University)
  1.  180 DLs
    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.
  2.  70 DLs
    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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  3.  38 DLs
    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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  4.  34 DLs
    Martha Nussbaum, Richard Smith & James Ladyman (forthcoming). Gordon Finlayson's Website. Philosophy.
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  5.  30 DLs
    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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  6.  29 DLs
    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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  7.  23 DLs
    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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  8.  20 DLs
    John White With responses by Wilfred Carr, Richard Smith, Paul Standish & Terence H. McLaughlin (2003). Five Critical Stances Towards Liberal Philosophy of Education in Britain. Journal of Philosophy of Education 37 (1):147–184.
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  9.  20 DLs
    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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  10.  15 DLs
    Richard J. Smith (2009). Select Bibliography of Works on the Yijing " Since 1985. Journal of Chinese Philosophy 36 (s1):152-163.
  11.  13 DLs
    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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  12.  13 DLs
    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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  13.  12 DLs
    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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  14.  12 DLs
    Richard Smith (1999). Paths of Judgement: The Revival of Practical Wisdom. Educational Philosophy and Theory 31 (3):327–340.
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  15.  11 DLs
    David Bridges, Paul Smeyers & Richard Smith (2008). Educational Research and the Practical Judgement of Policy Makers. Journal of Philosophy of Education 42 (s1):5-14.
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  16.  11 DLs
    Richard A. Smith (1993). Nietzsche: Philosopher of Ressentiment? International Studies in Philosophy 25 (2):135-143.
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  17.  10 DLs
    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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  18.  9 DLs
    Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (2000). Precarious Work. Educational Philosophy and Theory 32 (3):339–349.
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  19.  9 DLs
    Richard Smith (2000). Acknowledgements. Journal of Philosophy of Education 34 (1):199–201.
    The Editor-in-Chief would like to thank the following colleagues who have helped maintain ….
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  20.  8 DLs
    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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  21.  8 DLs
    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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  22.  8 DLs
    Richard L. Smith (1974). From an Intentionalist Perspective. Inquiry 17 (1-4):1 – 22.
    In order to expound and defend the intentionalist thesis that human actions are intentionally determined by persons, selves, or agents themselves I first argue that teleological explanation, even though it is consistent with physicalism and scientifically respectable in the sense of being an attempt to establish the conditions under which things and events occur and to formulate laws that express such dependencies, is not exactly coordinate with and replaceable by mechanistic explanation. Then, I argue that living human beings must be (...)
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  23.  7 DLs
    Richard Smith (2010). Preface. Journal of Philosophy of Education 44 (2-3).
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  24.  7 DLs
    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.
  25.  6 DLs
    Richard Currie Smith (2009). Semioepistemology. Semiotics:569-575.
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  26.  6 DLs
    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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  27.  6 DLs
    Richard Smith (2002). Self-Esteem: The Kindly Apocalypse. Journal of Philosophy of Education 36 (1):87–100.
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  28.  6 DLs
    Richard Smith (1931). Descartes and French Jesuits. Modern Schoolman 8 (2):31-33.
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  29.  6 DLs
    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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  30.  5 DLs
    Richard Smith (1912). Book Review:The Educational Theory of Jean Jacques Rousseau William Boyd. [REVIEW] Ethics 22 (4):499-.
  31.  5 DLs
    Richard Smith (1987). Skills: The Middle Way. Journal of Philosophy of Education 21 (2):197–201.
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  32.  5 DLs
    Richard Smith (2005). Dancing on the Feet of Chance: The Uncertain University. Educational Theory 55 (2):139-150.
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  33.  5 DLs
    Richard Smith (1988). The Limits of Rationality. Journal of Philosophy of Education 22 (2):277–277.
  34.  5 DLs
    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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  35.  5 DLs
    David Clarke, James Kunstler, James Legacy, Robert Lane, Richard Smith & Stanley Pearson (2000). Book Notes. [REVIEW] Knowledge, Technology & Policy 12 (4):91-103.
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  36.  4 DLs
    Richard Smith (1996). Editorial. Journal of Philosophy of Education 30 (1):153–153.
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  37.  4 DLs
    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.
  38.  4 DLs
    Richard Upsher Smith (2000). The Pythagorean Letter and Virgil's Golden Bough. Dionysius 18:7-24.
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  39.  4 DLs
    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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  40.  4 DLs
    Richard Smith (1913). Book Review:Laughter: An Essay on the Meaning of the Comic. Henri Bergson. [REVIEW] Ethics 23 (2):216-.
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  41.  4 DLs
    Richard J. Smith (2013). Fathoming the Changes: The Evolution of Some Technical Terms and Interpretive Strategies in Yijing Exegesis. Journal of Chinese Philosophy 40 (S1):146-170.
    This essay maps the changing contours of Yijing 《易經》 exegesis, focusing in particular on certain specialized terms that deal with the related problems of “knowing fate” and “establishing fate” . Among the concepts to be discussed are hui 悔, ji 吉, jiu 咎, li 利, li 厲, lin 吝, wang 亡, heng 亨, wujiu 旡咎, xiong 凶, yong 用, yuan 元, and zhen 貞.
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  42.  4 DLs
    Richard Smith (1913). Book Review:On the Consciousness of the Universal and the Individual: A Contribution to the Phenomenology of the Thought Processes. Francis Aveling. [REVIEW] Ethics 24 (1):107-.
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  43.  3 DLs
    Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (2001). Unnecessary Supplement. Studies in Philosophy and Education 20 (5):433-441.
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  44.  3 DLs
    Richard Smith (forthcoming). Guest Editorial: The Ethics of Ignorance. Journal of Medical Ethics.
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  45.  3 DLs
    Richard Smith (2007). Booknotes. Journal of Philosophy of Education 41 (1):179–181.
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  46.  3 DLs
    Richard Smith (2010). Poststructuralism, Postmodernism and Education. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication 139.
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  47.  3 DLs
    Richard Smith (2004). The Brain is the Milieu: Speed, Politics and the Cosmopolitan Screen. Theory and Event 7 (3).
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  48.  3 DLs
    Richard Smith (1987). Learning From Experience. Journal of Philosophy of Education 21 (1):37–46.
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  49.  3 DLs
    David A. Mortensen, J. Franklin Egan, Bruce D. Maxwell, Matthew R. Ryan & Richard G. Smith (2012). Navigating a Critical Juncture for Sustainable Weed Management. BioScience 62 (1):75-84.
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  50.  3 DLs
    Richard Smith (1994). Editorial. Journal of Philosophy of Education 28 (1):3–3.
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