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Richard Smith [71]Richard J. Smith [7]Richard N. W. Smith [2]Richard A. Smith [2]
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Profile: Richard Smith
Profile: Richard Smith (Queen's University, Belfast)
Profile: Richard Smith (Colorado State University)
  1. Martha Nussbaum, Richard Smith & James Ladyman (forthcoming). Gordon Finlayson's Website. Philosophy.
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  2. Richard Smith (forthcoming). Guest Editorial: The Ethics of Ignorance. Journal of Medical Ethics.
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  3. Richard Smith (2014). Montage and Tableau in King Vidor's Stella Dallas. Film-Philosophy 18 (1):70-91.
    The final moments of King Vidor's melodrama, Stella Dallas is famous as a tableau of exquisite pathos and feeling. This paper examines Stanley Cavell's reading of Vidor's tableau of an unknown woman in relation to Linda Williams's earlier feminist reading, it examines Cavell's dispute with Williams and seeks to offer a different reading of the film that takes the contemporary art historical discourse about tableau as its guide, and comes to the conclusion that Vidor's tableau anticipates the 'return to painting' (...)
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  4. Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith (2013). First Page Preview. Educational Philosophy and Theory 45 (4).
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  5. Richard Smith (ed.) (2013). Education Policy: Philosophical Critique. Wiley-Blackwell.
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  6. 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》 (Classic of Changes, aka Changes) exegesis, focusing in particular on certain specialized terms that deal with the related problems of “knowing fate” (zhiming 知命) and “establishing fate” (liming 立命). Among the concepts to be discussed (listed alphabetically in pinyin transliteration) 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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  7. Joel B. Hagen, David A. Mortensen, J. Franklin Egan, Bruce D. Maxwell, Matthew R. Ryan, Richard G. Smith, Will R. Turner, Katrina Brandon, Thomas M. Brooks & Claude Gascon (2012). 11. Biology in History. BioScience 62 (1).
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  8. 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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  9. Richard Smith (2012). A Strange Condition of Things: Alterity and Knowingness in Dickens' David Copperfield. Educational Philosophy and Theory 45 (4):371-382.
    It is sometimes said that we are strangers to ourselves, bearers of internal alterity, as well as to each other. The profounder this strangeness then the greater the difficulty of giving any systematic account of it without paradox: of supposing that our obscurity to ourselves can readily be illuminated. To attempt such an account, in defiance of the paradox, is to risk knowingness: a condition which, appearing to challenge our alterity but in fact often confirming it, holds an ambiguous place (...)
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  10. 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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  11. 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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  12. 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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  13. 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. Richard Smith (2010). Preface. Journal of Philosophy of Education 44 (2-3):v-vi.
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  15. 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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  16. Richard Smith (2010). Total Parenting. Educational Theory 60 (3):357-369.
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  17. 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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  18. Carmel E. Mothersill, Richard W. Smith & Colin B. Seymour (2009). Molecular Tools and the Biology of Low-Dose Effects. BioScience 59 (8):649-655.
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  19. 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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  20. Richard Currie Smith (2009). Semioepistemology. Semiotics:569-575.
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  21. Richard J. Smith (2009). Select Bibliography of Works on the Yijing " Since 1985. Journal of Chinese Philosophy 36 (s1):152-163.
  22. 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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  23. 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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  24. Richard Smith (ed.) (2008). Envy, Theory and Research. Oxford University Press.
     
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  25. 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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  26. 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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  27. Richard J. Smith (2008). Divination in Late Imperial China : New Light on Some Old Problems. In Zhongying Cheng & On Cho Ng (eds.), The Imperative of Understanding: Chinese Philosophy, Comparative Philosophy, and Onto-Hermeneutics: A Tribute Volume Dedicated to Professor Chung-Ying Cheng. Global Scholarly Publications.
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  28. David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..
    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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  29. Richard Smith (2007). Booknotes. Journal of Philosophy of Education 41 (1):179–181.
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  30. Richard Smith (2007). Philosophy in Context: Reply to Tröhler. Educational Philosophy and Theory 39 (1):20–27.
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  31. Richard Smith & Sung Hee Kim (2007). Comprehending Envy. Psychological Bulletin 133:46-64.
     
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  32. Matt Bakker, Frank Bardacke, Johanna Brenner, Harry Brighouse, Chris Dixon, Barbara Epstein, Fred Evans, Ann Ferguson, Milton Fisk, Michael Hames-Garcia, Nancy Holmstrom, Michael W. Howard, Serenella Iovino, Stephanie Luce, Barbara McCloskey, Eduardo Mendieta, Charles W. Mills, Mechthild Nagel, Kathy Russell, Cheyney Ryan, Richard Schmitt, David Schweickart, Richard Smith, Jim Syfers, Maurizio Valsania & Victor Wallis (2006). Toward a New Socialism. Lexington Books.
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  33. David Bridges & Richard Smith (2006). Introduction. Journal of Philosophy of Education 40 (4):417–419.
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  34. 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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  35. 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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  36. 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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  37. Richard Smith (2006). Booknotes. Journal of Philosophy of Education 40 (1):127–130.
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  38. Richard Smith (2006). On Diffidence: The Moral Psychology of Self-Belief. Journal of Philosophy of Education 40 (1):51–62.
  39. 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.
  40. 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.
  41. Richard Smith (2005). Booknotes. Journal of Philosophy of Education 39 (1):179–182.
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  42. Richard Smith (2005). Dancing on the Feet of Chance: The Uncertain University. Educational Theory 55 (2):139-150.
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  43. Richard Smith (2004). The Brain is the Milieu: Speed, Politics and the Cosmopolitan Screen. Theory and Event 7 (3).
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  44. Ilan Alon, Richard C. Woodbridge, Tony Diana, Scott Erickson, Richard Smith & David Wood (2003). Book Notes. [REVIEW] Knowledge, Technology and Policy 15 (4):81-84.
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  45. 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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  46. 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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  47. Richard Smith (2003). Booknotes. Journal of Philosophy of Education 37 (1):199–201.
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  48. 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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  49. Richard Smith (2002). Booknotes. Journal of Philosophy of Education 36 (4):673–675.
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  50. Richard Smith (2002). Self-Esteem: The Kindly Apocalypse. Journal of Philosophy of Education 36 (1):87–100.
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