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William T. Scott [10]William Scott [10]William G. Scott [3]William O. Scott [2]
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  1. Peter M. Rutkoff & William B. Scott (forthcoming). The French in New York: Resistance and Structure. Social Research.
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  2. William C. Scott (forthcoming). Musical Design in Sophocles'" Oedipus Tyrannus". Arion.
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  3. William Scott (2006). Did the French Revolution Have a Philosophy of History? In A. L. Macfie (ed.), The Philosophy of History: Talks Given at the Institute of Historical Research, London, 2000-2006. Palgrave Macmillan.
     
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  4. William O. Scott (2006). "A Woman's Thought Runs Before Her Actions": Vows as Speech Acts In. Philosophy and Literature 30 (2):2.
  5. William O. Scott (2006). "A Woman's Thought Runs Before Her Actions": Vows as Speech Acts in As You Like It. Philosophy and Literature 30 (2):528-539.
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  6. William T. Scott (2005). Michael Polanyi: Scientist and Philosopher. Oxford University Press.
    Michael Polanyi was one of the great figures of European intellectual life in the 20th century. A highly acclaimed physical chemist in the first period of his career who became a celebrated philosopher after World War II, Polanyi taught in Germany, England, and the United States and associated with many of the leading intellects of his time. His biography has remained unwritten partly because his many and scattered interests in a wide variety of fields, including six subfields of physical chemistry, (...)
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  7. Stephen Gough & William Scott (2001). Curriculum Development and Sustainable Development: Practices, Institutions and Literacies. Educational Philosophy and Theory 33 (2):137–152.
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  8. William G. Scott & David K. Hart (2001). Administrative Crisis. In Willa M. Bruce (ed.), Classics of Administrative Ethics. Westview Press. 410.
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  9. Andrew Stables & William Scott (2001). Post-Humanist Liberal Pragmatism? Environmental Education Out of Modernity. Journal of Philosophy of Education 35 (2):269–279.
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  10. Stephen Gough & William Scott (2000). Exploring the Purposes of Qualitative Data Coding in Educational Enquiry: Insights From Recent Research. Educational Studies 26 (3):339-354.
    A number of questions are raised concerning the purposes of data coding in qualitative research. It is suggested that in some cases these purposes may usefully be organised into two broad categories, each of which requires a separate coding response. A research project is briefly described in which it was found useful to employ two distinct, though connected, phases of data coding along the lines proposed.
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  11. William Scott (1999). Environmental Education: Arguing the Case for Multiple Approaches. Educational Studies 25 (1):89-97.
    This paper develops existing arguments about the need to rethink ways in which environmental education is conceptualised, interpreted and enacted by schools, teachers and students working within their communities. In doing this, it critiques what it sees as the narrowing and constraining influence that socially critical theory has exerted over the field, and calls for multiple approaches, carefully and communally deliberated on, in order to deliver the (environmental) educational goals deemed appropriate and necessary by schools and communities. Such an approach, (...)
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  12. Andrew Stables & William Scott (1999). Environmental Education and the Discourses of Humanist Modernity: Redefining Critical Environmental Literacy. Educational Philosophy and Theory 31 (2):145–155.
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  13. William Taussig Scott (1998). At the Wheel of the World. Tradition and Discovery 25 (3):10-25.
    This essay provides some interesting elements of early Polanyi family history as well as comments on Budapest and Hungarian history and culture at the turn of the century. It presents the Polanyis as intellectuals immersed in a worldly environment, led by “Cecil-Mama,” the radical mother of Michael Polanyi.
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  14. William Scott & Chris Oulton (1998). Environmental Values Education: An Exploration of its Role in the School Curriculum. Journal of Moral Education 27 (2):209-224.
    Abstract No matter how much our thinking about environmental education has changed over the years, and irrespective of whatever ideological perspectives have held sway, the notion that a consideration of values should have a central part in the process of such an education has been an enduring theme. This paper explores the role of environmental values education within the school curriculum and how it might contribute to the moral development of individual pupils and of society. This paper looks, from a (...)
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  15. David Berman, John Vladimir Price & William Scott (eds.) (1994). Scottish Enlightenment Iii. Routledge.
    The third collection in this series includes the same combination of scarce and not so well-known texts as well as more important and popular works.
     
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  16. William Scott (1990). Privilege and Profit. A Business Family in Eighteenth-Century France. History of European Ideas 12 (5):690-691.
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  17. William Scott (1989). Commerce, Capitalism and the Political Culture of the French Revolution. History of European Ideas 11 (1-6):89-105.
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  18. William G. Scott & Terence R. Mitchell (1988). The Problem or Mystery of Evil and Virtue in Organizations. In Konstantin Kolenda (ed.), Organizations and Ethical Individualism. Praeger. 47--72.
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  19. William G. Scott, Terence R. Mitchell, David K. Hart, David L. Norton, Peter R. Breggin & Konstantin Kolenda (1988). John Kekes is Professor of Philosophy at the State University of New York at Albany. Alan S. Waterman is Professor of Psychology at Trenton State College in Trenton, New Jersey. [REVIEW] In Konstantin Kolenda (ed.), Organizations and Ethical Individualism. Praeger.
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  20. William T. Scott (1988). The Janowice Conference, Polanyi In Poland. Tradition and Discovery 16 (2):28-32.
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  21. Donelson R. Forsyth & William L. Scott (1984). Attributions and Moral Judgments: Kohlberg's Stage Theory as a Taxonomy of Moral Attributions. Bulletin of the Psychonomic Society 22 (4):321-323.
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  22. William A. Scott (1982). Referee Report on an Earlier Draft of Peters and Ceci's Target Article. Behavioral and Brain Sciences 5 (2):238.
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  23. William T. Scott (1982). On Harré on the Structure of Tacit Knowledge. Journal of the British Society for Phenomenology 13 (3):300-301.
     
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  24. William T. Scott (1982). The Question of a Religious Reality: Commentary on the Polanyi Papers. Zygon 17 (1):83-87.
    . Two aspects of the problem of interpreting Michael Polanyi’s outlook on religion are discussed. First, various ways of relating to reality beyond the objective perception of factuality must be considered, including the shift from I-It to I-Thou relations, and the self-giving mode of surrender to a symbolized reality. Second, the active use of the imagination in perception involves a commitment that the image is of something real, transcending the person. I believe that Polanyi understands both religious rituals and works (...)
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  25. William T. Scott (1981). Report From Bill Scott On Polanyi Biography. Tradition and Discovery 8 (2):2-3.
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  26. William T. Scott (1980). American Academy of Religion Consultation on Polanyi and the Interpretation of Religion Dallas, Nov. 9. Tradition and Discovery 8 (1):1-3.
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  27. William T. Scott (1977). Commitment-Polanyian View. Journal of the British Society for Phenomenology 8 (3):192-206.
     
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  28. William T. Scott (1972). Reply to Ruth Anna Putnam. Mind 81 (324):581-583.
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  29. William T. Scott (1971). Tacit Knowing and the Concept of Mind. Philosophical Quarterly 21 (82):22-35.
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  30. William T. Scott (1970). A Bridge From Science to Religion Based on Polanyi's Theory of Knowledge. Zygon 5 (1):41-62.
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  31. William Henry Scott (1918). Consciousness and Self-Consciousness. Philosophical Review 27 (1):1-20.
  32. William Robert Scott (1900/1992). Francis Hutcheson: His Life, Teaching, and Position in the History of Philosophy. Thoemmes Press.