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  1. Dick Atkinson, Robin Barrow, White Patricia, Suzanne Brady, Suzy Jacobs, Penelle Chase, Jane Doan, C. L. Fagnano, K. N. Hughes & B. Z. Werber (forthcoming). Books Still Available. Educational Studies.
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  2. Robin Barrow (2015). Language, Intelligence, and Thought. Routledge.
    In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to (...)
     
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  3. Robin Barrow (2015). Utilitarianism: A Contemporary Statement. Routledge.
    In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
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  4. Robin Barrow (2010). Schools of Thought in Philosophy of Education. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. 21.
  5. Robin Barrow (2009). Academic Freedom: Its Nature, Extent and Value. British Journal of Educational Studies 57 (2):178 - 190.
    Academic freedom does not refer to freedom to engage in any speech act, but to freedom to hold any belief and espouse it in an appropriately academic manner. This freedom belongs to certain institutions, rather than to individuals, because of their academic nature. Academic freedom should be absolute, regardless of any offence it may on occasion cause.
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  6. Robin Barrow (2009). Was Peters Nearly Right About Education? Journal of Philosophy of Education 43 (1):9-25.
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs to choose, (...)
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  7. Robin Barrow (2008). Education and the Body: Prolegomena. British Journal of Educational Studies 56 (3):272 - 285.
    There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides an alternative route to knowledge, if so of what. For example, (...)
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  8. Robin Barrow (2007). An Introduction to Moral Philosophy and Moral Education. Routledge.
    Integrity : a shared moral value -- Religion, nature and intuition as possible sources of moral truth -- Some distinctions and some mistakes -- Rights and procedures -- Principles that define morality -- Reasons for being moral -- Relativism -- Second order principles -- Moral vs. social, ecological and sexual values -- Moral vs. health and safety values -- Moral questions in education -- The question of moral education -- Forms of moral education.
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  9. Robin Barrow (2007). Common Schooling and the Need for Distinction. Journal of Philosophy of Education 41 (4):559–573.
  10. Robin Barrow (2007). Dictating Democracy. Journal of Thought 42 (1/2):27-41.
     
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  11. Robin Barrow (2006/1982). An Introduction to Philosophy of Education. Routledge.
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person (...)
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  12. Robin Barrow (2006). Judging Quality of Human Achievement. Education and Culture 22 (1):7-16.
    : This paper defends the commonsense view that judgments about the quality of human achievement in the arts can be true or false and shown to be so by objective reasoning, as against both subjectivist views and, more particularly, the view that they can be quantitatively expressed and scientifically demonstrated. It focuses on Charles Murray's recent attempt to rank-order the great achievers in an objective manner, arguing that it is fundamentally flawed, especially in confusing the quantification of references with an (...)
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  13. Robin Barrow (2006). Offence and Respect: Some Brief Comments. Journal of Moral Education 35 (1):33-36.
  14. Robin Barrow (2006). Moral Education's Modest Agenda. Ethics and Education 1 (1):3-13.
  15. Robin Barrow & Patrick Keeney (eds.) (2006). Academic Ethics. Ashgate.
  16. Robin Barrow (2005). On the Duty of Not Taking Offence. Journal of Moral Education 34 (3):265-275.
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  17. Robin Barrow, Barbara Applebaum, Bruce Maxwell & Roland Reicltenbach (2005). By Maria Del Pilar Zeledén and Maria Rosa Buxarrais) Rflvlfiwfid By. Journal of Moral Education 34 (3).
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  18. Robin Barrow (2004). Editorial: Publicity, the Public and Professors. British Journal of Educational Studies 52 (3):223-227.
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  19. Robin Barrow (2004). Language and Character. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice 3 (3):267-279.
    Recent empirical research into the brain, while reinforcing the view that we are extensively ‘programmed’, does not refute the idea of a distinctive human mind. The human mind is primarily a product of the human capacity for a distinctive kind of language. Human language is thus what gives us our consciousness, reasoning capacity and autonomy. To study and understand the human, however, is ultimately a task beyond empirical disciplines such as psychology. Literature is the repository of wisdom relating to humanity (...)
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  20. Robin Barrow (2001). Inclusion Vs. Fairness. Journal of Moral Education 30 (3):235-242.
    A policy of inclusion may, in certain circumstances, be justified but inclusion is not an inherently moral principle. On occasion, the practice of inclusion may clearly offend against the principles of fairness. It is crucially important to distinguish between empirical arguments for inclusion and would-be moral arguments. That having been done, it is not clear that there are in general any compelling empirical arguments for a widespread policy of inclusion, and it is tolerably clear that inclusion is not morally incumbent (...)
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  21. Robin Barrow (2000). The Poverty of Empirical Research in Moral Education: Beyond John Wilson. Journal of Moral Education 29 (3):313-321.
    The essence of the argument in this article is threefold: that empirical questions about laws governing human activity do not have definitive answers; that certain conceptual questions do, and when they do they have important practical implications; but that many conceptual questions do not have definitive answers either. The argument is pursued by reference to Wilson's views on the nature and importance of philosophy, and to moral education by way of example. The conclusion drawn is that empirical research into education (...)
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  22. Robin Barrow (1999). Or What's a Evean For?'The Importance of Aims in Education. In Roger Marples (ed.), The Aims of Education. Routledge.
     
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  23. Robin Barrow (1997). Language: Definition and Metaphor. Studies in Philosophy and Education 16 (1/2):113-124.
    This paper argues that there is an urgent need for philosophers to convince educationalists of the practical value and the necessity of the philosophical task, particularly analysis. The nature of philosophical analysis is outlined in terms of the criteria of clarity, coherence, completeness and compatibility, which, it is argued, in turn lead to a degree of commonality. The tendency to substitute metaphor or analogy for analysis in argument is then considered, with illustrative reference to the idea of teaching as a (...)
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  24. Robin Barrow (1997). Philosophy of Education: Past, Present and Future'. In David N. Aspin (ed.), Logical Empiricism and Post₋Empiricism in Educational Discourse. [Distributed by] Thorold's Africana Books.
     
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  25. Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.
    This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian (...)
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  26. Robin Barrow (1991). The Generic Fallacy. Educational Philosophy and Theory 23 (1):7–17.
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  27. Robin Barrow (1990). Teacher Education: Theory and Practice. British Journal of Educational Studies 38 (4):308 - 318.
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  28. Robin Barrow (1990). Understanding Skills Thinking, Feeling, and Caring. Monograph Collection (Matt - Pseudo).
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  29. Robin Barrow (1987). Skill Talk. Journal of Philosophy of Education 21 (2):187–195.
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  30. Robin Barrow (1986). Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory. British Journal of Educational Studies 34 (1):109-111.
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  31. Robin Barrow (1986). Socrates Was a Human Being A Plea for Transcultural Moral Education. Journal of Moral Education 15 (1):50-57.
    Abstract Socrates, as an Athenian living in the 5th century BC, belonged to a very different world from that of 20th century Britain. However, his moral example and thought do not therefore become foreign. This is not only because the West is, as a matter of fact, heir to the influence of Plato. It is also because morality, like science, knows no boundaries; although in both cases cultural factors will affect understanding, interpretation, implications etc., morality, like science, soccer or anything (...)
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  32. Robin Barrow (1986). The Concept of Curriculum Design. Journal of Philosophy of Education 20 (1):73–80.
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  33. Robin Barrow (1985). Misdescribing a Cow: The Question of Conceptual Correctness. Educational Theory 35 (2):205-207.
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  34. Robin Barrow (1983). Does the Question "What Is Education?" Make Sense? Educational Theory 33 (3-4):191-195.
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  35. Brenda Cohen & Robin Barrow (1983). Injustice, Inequality and Ethics. Philosophical Quarterly 33 (132):309.
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  36. Robin Barrow (1982). Injustice, Inequality, and Ethics: A Philosophical Introduction to Moral Problems. Barnes & Noble.
    Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the (...)
     
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  37. Robin Barrow (1981). The Philosophy of Schooling. Wheatsheaf.
    This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
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  38. Robin Barrow (1978). Radical Education: A Critique of Freeschooling and Deschooling. M. Robertson.
  39. Robin Barrow (1976). Plato and Education. Routledge & K. Paul.
  40. Robin Barrow (1975). Moral Philosophy for Education. Linnet Books.
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  41. Robin Barrow (1975). Plato, Utilitarianism and Education. Routledge and Kegan Paul.
    Introduction I i Plato's critics The view that I shall put forward is that utilitarianism is the only acceptable ethical theory and that this was recognised ...
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  42. Robin Barrow (1974). Religion in the Schools. Educational Philosophy and Theory 6 (1):49–57.
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  43. Robin Barrow (1974). Who Are the Philosopher-Kings? Journal of Philosophy of Education 8 (2):200–221.
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  44. Robin Barrow (1974). What's Wrong with the Philosophy of Education? British Journal of Educational Studies 22 (2):133 - 146.
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