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  1. Robert D. Craig (forthcoming). Handbook of Polynesian Mythology, Santa Barbara, ABC. Clio.
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  2. Giorgio Tagliacozzo, Michael Littleford & Robert Paul Craig (forthcoming). General Education as Unity of Knowledge: A Theory Based on Vichian Principles. Social Research.
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  3. Robert L. Craig (2011). Branding and the Distortion of Communication and Culture. Journal of Mass Media Ethics 26 (4):332-337.
    Journal of Mass Media Ethics, Volume 26, Issue 4, Page 332-337, October-December.
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  4. Richard Hovey & Robert Craig (2011). Understanding the Relational Aspects of Learning with, From, and About the Other. Nursing Philosophy 12 (4):262-270.
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  5. Janice Ann Beran, Robert Paul Craig, Paul-Albert Emoungu, Lois M. R. Louden, Arthur Sandeen, George L. Dowd, Joellen Watson, Robert R. Sherman, Lorraine Harner, Natalie A. Naylor, Bruce Vaughn, E. V. Johanningmeier, William E. Eaton & Francesco Cordasco (2009). Book Review Section 1. [REVIEW] Educational Studies 9 (1):61-89.
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  6. Roberts Craig (2009). Examining the Effects of the 16-Androstenes; Are They Influenced by Masking Odour? Frontiers in Human Neuroscience 3.
  7. Robert T. Craig (2001). Dewey and Gadamer on Practical Reflection: Toward a Methodology for the Practical Disciplines. In David K. Perry (ed.), American Pragmatism and Communication Research. L. Erlbaum. 131--148.
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  8. Robert T. Craig & Alena L. Sanusi (2000). 'I'm Just Saying...': Discourse Markers of Standpoint Continuity. Argumentation 14 (4):425-445.
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  9. Robert T. Craig (1996). Practical-Theoritical Argumentation. Argumentation 10 (4):461-474.
    This essay explores the dialectics of theory and practice in terms of argumentation theory. Adapting Jonsen and Toulmin's (1988) notion of a Theory-Practice spectrum, it conceives Theory and Practice as extreme ends of a continuum and discourses as falling at various points along the continuum. Every theoritical discourse has essential practical aspects, and every practical discourse has essential theoretical aspects. Practices are theorized to varying degrees but every practice is thorized to some degree. Reflective discourse, which is discourse about practice, (...)
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  10. Robert T. Craig (1996). Practical Theory: A Reply to Sandelands. Journal for the Theory of Social Behaviour 26 (1):65–79.
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  11. Robert P. Craig (1995). A Buddhist View of the Student-Teacher Relationship: And Editorial Comments While Awake. Journal of Thought 30:75-81.
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  12. Robert Paul Craig (1978). Second Response to Swanger. Educational Theory 28 (4):343-344.
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  13. Robert P. Craig (1977). Response to David Swanger. Educational Theory 27 (2):148-149.
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  14. Robert P. Craig (1976). Form, Content and Justice in Moral Reasoning. Educational Theory 26 (2):154-157.
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  15. Robert Craig (1974). Lawrence Kohlberg and Moral Development: Some Reflections. Educational Theory 24 (2):121-129.
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  16. Robert P. Craig (1974). Issues in Philosophy and Education. New York,Mss Information Corp..
    Rogers, C. R. and Skinner, B. F. Some issues concerning the control of human behavior.--Broudy, H. S. Didactics, heuristics, and philetics.--Craig, R. An analysis of the psychology of moral development of Lawrence Kohlberg.--Scudder, J. R., Jr. Freedom with authority: a Buber model for teaching.--Hook, S. Some educational attitudes and poses.--Strike, K. A. Freedom, autonomy, and teaching.--Elkind, D. Piaget and Montessori.--Raywid, M. A. Irrationalism and the new reformism.--Doll, W. E., Jr. A methodology of experience: the process of inquiry.--Neff, F. C. Competency-based (...)
     
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