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1 — 50 / 593
  1. Maurice S. Friedman (1978). To Deny Our Nothingness: Contemporary Images of Man. University of Chicago Press.
  2. R. S. Peters (1977). Education and the Education of Teachers. Routledge & K. Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
  3. Christine Doddington (2007). Child-Centred Education: Reviving the Creative Tradition. Sage Publications.
    Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. Child Centred Education seeks to explore the role of Primary education within this debate. This book inspires teachers seeking to make their practice more genuinely educational. Authors Christine Doddington and Mary Hilton capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative, and become more creative. Based on wide (...)
  4. Kate Ashcroft (1994). Managing Teaching and Learning in Further and Higher Education. Falmer Press.
    This handbook covers ways of managing the teaching, learning and assessment process to improve students' learning.
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  5. John Martin Rich (1975). Innovations in Education. Boston,Allyn and Bacon.
  6. Deborah A. Redman (1991). Economics and the Philosophy of Science. Oxford University Press.
    Economists and other social scientists in this century have often supported economic arguments by referring to positions taken by philosophers of science. This important new book looks at the reliability of this practice and, in the process, provides economists, social scientists, and historians with the necessary background to discuss methodological matters with authority. Redman first presents an accurate, critical, yet neutral survey of the modern philosophy of science from the Vienna Circle to the present, focusing particularly on logical positivism, sociological (...)
  7. Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.
    The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
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  8. John White (1997). Education and the End of Work: A New Philosophy of Work and Learning. Cassell.
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
  9. Friedrich A. von Hayek (1978). New Studies in Philosophy, Politics, Economics and the History of Ideas. University of Chicago Press.
  10. Paul Nash (1966). Authority and Freedom in Education. New York, Wiley.
  11. Peter T. Manicas (1987). A History and Philosophy of the Social Sciences. Basil Blackwell.
  12. David Boucher (1985). Texts in Context: Revisionist Methods for Studying the History of Ideas. Distributor for the U.S. And Canada, Kluwer Academic Publishers.
    Introduction History, Historicism and Hermeneutics In the Phaedrus Socrates argues that the written word is far inferior to the spoken word as a means of..
  13. R. S. Peters (1970/1967). Ethics and Education. London,Allen and Unwin.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  14. James Calderhead & Peter Gates (eds.) (1993). Conceptualizing Reflection in Teacher Development. London ;Falmer Press.
  15. Ronald M. Glassman & Vatro Murvar (eds.) (1984). Max Weber's Political Sociology: A Pessimistic Vision of a Rationalized World. Greenwood Press.
  16. Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.
    Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of philosophy" pronouncement implicit in postmodernism, so (...)
  17. Fernando Espinoza (2011). The Nature of Science: Integrating Historical, Philosophical, and Sociological Perspectives. Rowman & Littlefield Publishers.
    The need for scientific literacy -- The origins of accomplishing tasks : from individual to organized efforts -- The earliest comprehensive and rationalistic syntheses -- 4- knowing, doing and the inevitability of curiosity and exploration -- From the transcendent to the temporal-a transformative experience -- From qualities to quantities : the mathematization of nature -- Internalizing naturalistic explanations, benefit or threat? -- Dispensing with philosophy and entertaining limits to human knowledge -- Scientifically speaking, we know a lot, or do we? (...)
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  18. Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  19. John G. Mitchell (1990). Re-Visioning Educational Leadership: A Phenomenological Approach. Garland Pub..
  20. Paul Downward (ed.) (2003). Applied Economics and the Critical Realist Critique. Routledge.
    This intriguing new book examines and analyses the role of critical realism in economics and specifically how this line of thought can be applied to the real world. With contributions from such varying commentators as Sheila Dow, Wendy Olsen and Fred Lee, this new book is unique in its approach and will be of great interest to both economic methodologists and those involved in applied economic studies.
  21. David Sprintzen (2009). Critique of Western Philosophy and Social Theory. Palgrave Macmillan.
    A world in crisis -- Living in a world without God -- The end of an era -- A ripple in a field -- Telling our story -- Ecosense -- The webbed self : deconstructing individualism -- The American enterprise -- Current patterns and future prospects.
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  22. Nigel Rapport (ed.) (2010). Human Nature as Capacity: Transcending Discourse and Classification. Berghahn Books.
    This book argues that it is again appropriate to bring "the human" to the fore, to reclaim the singularity of the word as central to the anthropological ...
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  23. J. H. Plumb (2004). The Death of the Past. Palgrave Macmillan.
    In this book, J.H. Plumb investigates the way that humankind has, since the beginning of recorded time, molded the past to give sanction to their institutions of government, their social structure and morality. The past has also been called upon to explain the nature of our destiny in order both to strengthen the objectives of society and to reconcile us to our lot. J.H. Plumb questions this sanction of the past, the force that it has on our sense of destiny (...)
  24. Heidi Armbruster & Anna Lærke (eds.) (2008). Taking Sides: Ethics, Politics, and Fieldwork in Anthropology. Berghahn Books.
    This volume, written by a new generation of scholars engaged with contemporary global movements for social justice and peace, reflects their efforts in trying ...
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  25. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...)
  26. Dorothy Mary Emmet (1970). Sociological Theory and Philosophical Analysis: A Collection. London,Macmillan.
    Concept and theory formation in the social sciences, by A. Schutz.--Is it a science? by S. Morgenbesser.--Knowledge and interest, by J. Habermas.--Sociological explanation, by T. Burns.--Methodological individualism reconsidered, by S. Lukes.--The problem of rationality in the social world, by A. Schutz.--Concepts and society, by E. Gellner.--Symbols in Ndembu ritual, by V. Turner.--Telstar and the Aborigines or La pensée sauvage, by E. Leach.--Groote Eylandt totemism and Le totémisme aujourd'hui, by P. Worsley.--Bibliography (p. 225-228).
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  27. Chris Shilling (2001). The Sociological Ambition: Elementary Forms of Social and Moral Life. Sage.
    In a comprehensive and innovative reassessment of the discipline, this book argues that classical and contemporary social theories must be studied in relation to the ambition that shaped and established sociology: the ambition to comprehend the relationship between social and moral life. Surveying a range of sociological analyses from Comte to feminism, postmodernism and rational choice theory, this book examines the various attempts that have been made to reconstruct the discipline over the last century, and the challenges facing it today. (...)
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  28. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.
  29. Tim May & Malcolm Williams (eds.) (1998). Knowing the Social World. Open University Press.
  30. Stuart C. Brown (ed.) (1975). Philosophers Discuss Education. Macmillan Press.
  31. William A. Wallace (ed.) (1994). Ethics in Modeling. Pergamon.
    The use of mathematical models to support decision making is proliferating in both the public and private sectors. Advances in computer technology and greater opportunities to learn the appropriate techniques are extending modeling capabilities to more and more people. As powerful decision aids, models can be both beneficial or harmful. At present, few safeguards exist to prevent model builders or users from deliberately, carelessly, or recklessly manipulating data to further their own ends. Perhaps more importantly, few people understand or appreciate (...)
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  32. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  33. D. B. Gowin (2005). The Art of Educating with V Diagrams. Cambridge University Press.
    This book focuses on the mind and its ability to seek answers to unknown or unanswered questions. The theory of educating provides the grounding for using V diagrams by students, educators, researchers, and parents. Teachers make lesson plans using V diagrams and concept maps. They become expert coaches in guiding student performances. Students learn to construct their own knowledge. They change from question-answerers to question-askers. Parents share meaning with their children and their children's teachers and administrators. Administrators monitor programs and (...)
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  34. Ursula Rao, John Hutnyk & Klaus-Peter Köpping (eds.) (2005). Celebrating Transgression: Method and Politics in Anthropological Studies of Culture: A Book in Honour of Klaus Peter Köpping. Berghahn Books.
    This book brings key authors in anthropology together to debate and transgress anthropological expectations.
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  35. Elliot Turiel (1983). The Development of Social Knowledge: Morality and Convention. Cambridge University Press.
    Children are not simply molded by the environment; through constant inference and interpretation, they actively shape their own social world. This book is about that process. Elliot Turiel's work focuses on the development of moral judgment in children and adolescents and, more generally, on their evolving understanding of the conventions of social systems. His research suggests that social judgements are ordered, systematic, subtly discriminative, and related to behavior. His theory of the ways in which children generate (...) knowledge through their social experiences will be of interest to a wide range of researchers and students in child development and education. (shrink)
  36. Kate Myers (2005). Teachers Behaving Badly?: Dilemmas for School Leaders. Routledgefalmer.
    Teachers Behaving Badly? is concerned about sexual behaviour that may occur between adults working in and connected to the school, and teacher/older pupil relations, initiated by both parties. Leaders faced with trying to sort out these issues find that they are not always clear-cut. Often there are no easy resolutions and the consequences may be potentially explosive for the individuals concerned, for the school, and for the community.
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  37. Sinclair Goodlad (1995). The Quest for Quality: Sixteen Forms of Heresy in Higher Education. Society for Research Into Higher Education & Open University Press.
  38. Norman Fischer (1979). Economy and Self: Philosophy and Economics From the Mercantilists to Marx. Greenwood Press.
  39. Raimondo Cubeddu (1993). The Philosophy of the Austrian School. Routledge.
    In recent years, the Austrian School has been an influential contributor to the social sciences. Yet most of the attempts to understand this vital school of thought have remained locked into a polemical frame. The Philosophy of the Austrian School challenges this approach through a philosophically grounded account of the School's methodological, political, and economic ideas. Raimondo Cubeddu acknowledges important differences between the key figures in the School--Menger, Mises and Hayek-- but also finds important (...)
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  40. Alfred Schutz (1982). Collected Papers. Distributor for the U.S. And Canada Kluwer Boston.
    Following the thematic divisions of the first three volumes of Alfred Schutz's Collected Papers into The Problem of Social Reality, Studies in Social Theory and Phenomenological Philosophy, this fourth volume contains drafts of unfinished writings, drafts of published writings, translations of essays previously published in German, and some largely unpublished correspondence. The drafts of published writings contain important material omitted from the published versions, and the unfinished writings offer important insights into Schutz's otherwise unpublished ideas about economic and political theory (...)
  41. Jonathan Aldred (2009). The Skeptical Economist: Revealing the Ethics Inside Economics. Earthscan.
    Introduction : ethical economics? -- The sovereign consumer -- Two myths about economic growth -- The politics of pay -- Happiness -- Pricing life and nature -- New worlds of money : public services and beyond -- Conclusion.
  42. Keith Graham (2002). Practical Reasoning in a Social World: How We Act Together. Cambridge University Press.
    In this book Keith Graham examines the philosophical assumptions behind the ideas of group membership and loyalty. Drawing out the significance of social context, he challenges individualist views by placing collectivities such as committees, classes or nations within the moral realm. He offers a new understanding of the multiplicity of sources which vie for the attention of human beings as they decide how to act, and challenges the conventional division between self-interest and altruism. He also offers a systematic account of (...)
  43. Philip Pomper, Richard Elphick & Richard T. Vann (eds.) (1998). World History: Ideologies, Structures, and Identities. Blackwell Publishers.
  44. Eduardo Giannetti Fonsecdaa (1991). Beliefs in Action: Economic Philosophy and Social Change. Cambridge University Press.
    This book is concerned with the role of economic philosophy ("ideas") in the processes of belief-formation and social change. Its aim is to further our understanding of the behavior of the individual economic agent by bringing to light and examining the function of non-rational dispositions and motivations ("passions") in the determination of the agent's beliefs and goals. Drawing on the work of David Hume and Adam Smith, the book spells out the particular ways in which the passions come to (...)
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  45. Harold Kincaid (1996). Philosophical Foundations of the Social Sciences: Analyzing Controversies in Social Research. Cambridge University Press.
    This book defends the prospects for a science of society. It argues that behind the diverse methods of the natural sciences lies a common core of scientific rationality that the social sciences can and sometimes do achieve. It also argues that good social science must be in part about large-scale social structures and processes and thus that methodological individualism is misguided. These theses are supported by a detailed discussion of actual social research, including theories of agrarian revolution, organizational ecology, social (...)
  46. Robert B. Innes (2004). Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses. L. Erlbaum Associates.
    This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for a (...)
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  47. R. F. Holland (1980). Against Empiricism: On Education, Epistemology, and Value. Barnes & Noble Books.
    Beginning with a group of essays on education, the author shows the constricting and limiting effects of empirical assumptions. In his essays on values, he makes it clear that the ethics of empiricism so pervade modern moral philosophy that it can find no place for the notion of absolute value.
  48. John Law (1984). Science for Social Scientists. Macmillan Press.
  49. John R. Short (2000). Alternative Geographies. Prentice Hall.
  50. Scott Gordon (1991). The History and Philosophy of Social Science. Routledge.
  51. 1 — 50 / 593