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1 — 50 / 578
  1. James Calderhead & Peter Gates (eds.) (1993). Conceptualizing Reflection in Teacher Development. London ;Falmer 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. Salo Wittmayer Baron (1986). The Contemporary Relevance of History: A Study in Approaches and Methods. Columbia University Press.
    This book explores the puzzling phenomenon of new veiling practices among lower middle class women in Cairo, Egypt.
  4. Garry Potter (1999). The Philosophy of Social Science: New Perspectives. Longman.
    The text shows how the perspectives of earlier traditions persist in modified form, covering poststructuralism, postmodernism, critical theory, feminist ...
  5. 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 affect (...)
  6. John M. Braxton (1999). Faculty Misconduct in Collegiate Teaching. Johns Hopkins University Press.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And what (...)
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  7. Barry Smart & George Ritzer (eds.) (2001). Handbook of Social Theory. Sage.
    This book is an indispensable resource for anyone interested in the roots, current debates and future development of social theory. It draws together a team of international scholars, and presents an authoritative and panoramic critical survey of the field. The first section, examines the classical tradition. Included here are critical discussions of Comte, Spencer, Marx, Durkheim, Weber, Simmel, Mead, Freud, Mannheim and classical feminist thought, demonstrating not only the critical significance of classical writings, but also their continuing relevance. The second (...)
  8. 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.
  9. John B. Bennett (1998). Collegial Professionalism: The Academy, Individualism, and the Common Good. Oryx Press.
  10. Roger P. Mourad (1997). Postmodern Philosophical Critique and the Pursuit of Knowledge in Higher Education. Bergin & Garvey.
    What is the significance of postmodern philosophy for the pursuit of knowledge generally?
  11. 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.
  12. Edith Kuiper & Jolande Sap (eds.) (1995). Out of the Margin: Feminist Perspectives on Economics. Routledge.
    Out of the Margin is the first book to consider feminist concerns across the whole domain of economics. In recent years there has been a tremendous increase in interest on the relation between gender and economics. Feminists have found much of concern in the way the economics has written women out of its history, built its theories around masculinist values, failed to take proper account of women and their work when measuring the economy and ignored most of the policy issues (...)
  13. Michael Stanford (1998). An Introduction to the Philosophy of History. Blackwell.
  14. Cornel M. Hamm (1989). Philosophical Issues in Education: An Introduction. Falmer Press.
    No previous experience in formal studies in either philosophy or education is a requirement for a full comprehension of the text.
  15. A. G. Rud (2011). Albert Schweitzer's Legacy for Education: Reverence for Life. Palgrave Macmillan.
  16. 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 (...)
  17. Tony Becher (1994). Graduate Education in Britain. Jessica Kingsley Publishers.
  18. Igorʹ Mikhaĭlovich Dʹi͡akonov (1999). The Paths of History. Cambridge University Press.
    This is a broad and ambitious study of the entire history of humanity which takes as its point of departure Marx's theory of social evolution. However, Professor Diakonoff's theory of world history differs from Marx's in a number of ways. Firstly he has expanded Marx's five stages of development to eight. Secondly he denies that social evolution necessarily implies progress and shows how 'each progress is simultaneously a regress', and thirdly he demonstrates that the transition from one stage to another (...)
  19. M. Duane Nellis, Janice J. Monk & Susan L. Cutter (eds.) (2004). Presidential Musings From the Meridian: Reflections on the Nature of Geography by Past Presidents of the Association of American Geographers. West Virginia University Press.
    For decades, presidents of the Association of American Geographers have written insightful columns in the AAG Newsletter. One of the most popular sections of the newsletter, these columns illustrate the changes and consistencies of geography over the past thirty-four years. They offer an insight into the past of the geography discipline and a broader perspective on the future. Previously inaccessible even to most professional geographers, the Presidential Columns will now be available in Presidential Musings from the Meridian: Reflections of the (...)
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  20. Ronald M. Glassman & Vatro Murvar (eds.) (1984). Max Weber's Political Sociology: A Pessimistic Vision of a Rationalized World. Greenwood Press.
  21. Peter Haggett (1990). The Geographer's Art. B. Blackwell.
  22. Chris Beckett (2005). Values & Ethics in Social Work: An Introduction. Sage.
    In social work there is seldom an uncontroversial `right way' of doing things. So how will you deal with the value questions and ethical dilemmas that you will be faced with as a professional social worker? This lively and readable introductory text is designed to equip students with a sound understanding of the principles of values and ethics which no social worker should be without. Bridging the gap between theory and practice, this book successfully explores the complexities of ethical issues, (...)
  23. David Harvey (1969). Explanation in Geography. London, Edward Arnold.
  24. Subroto Roy (1989/1991). Philosophy of Economics: On the Scope of Reason in Economic Inquiry. Routledge.
    The Philosophy of Economics is the first work to seriously and successfully bridge twentieth-century economics and twentieth-century philosophy. Subroto Roy draws these two disciplines together and examines the basic intellectual roots of economics. This is also the first work by an economist to employ the writings of Wittgenstein and to tackle seriously the import of modern philosophy for economic thought. Unlike others in the field, Roy discusses not only the contributions of Popper, Kuhn, and Lakatos but also those of Frege, (...)
  25. Gustav Marius Bruce (1979). Luther as an Educator. Greenwood Press.
    Today, however, classical Lutheran education is enjoying a renaissance. This book is being reprinted in hopes of renewing such an interest among those who educate in school or at home.
  26. Daniel Friedman (2008). Morals and Markets: An Evolutionary Account of the Modern World. Palgrave Macmillan.
    Economist and evolutionary game theorist Daniel Friedman demonstrates that our moral codes and our market systems-while often in conflict-are really devices evolved to achieve similar ends, and that society functions best when morals and markets are in balance with each other.
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  27. Max Lewis Rafferty (1968). Max Rafferty on Education. New York, Devin-Adair Co..
  28. Richard Harvey Brown (1989). Social Science as Civic Discourse: Essays on the Invention, Legitimation, and Uses of Social Theory. University of Chicago Press.
    Richard Harvey Brown's pioneering explorations in the philosophy of social science and the theory of rhetoric reach a culmination in Social Science as Civic Discourse . In his earlier works, he argued for a logic of discovery and explanation in social science by showing that science and art both depend on metaphoric thinking, and he has applied that logic to society as a narrative text in which significant action by moral agents is possible. This new work is at once (...)
  29. David E. Fenner (ed.) (1998). Ethics in Education. Routledge.
    First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
  30. Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
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  31. Jeanette Edwards, Penelope Harvey & Peter Wade (eds.) (2007). Anthropology and Science: Epistemologies in Practice. Berg.
    What does it mean to know something - scientifically, anthropologically, socially? What is the relationship between different forms of knowledge and ways of knowing? How is knowledge mobilised in society and to what ends? Drawing on ethnographic examples from across the world, and from the virtual and global "places" created by new information technologies, Anthropology and Science presents examples of living and dynamic epistemologies and practices, and of how scientific ways of knowing operate in the world. Authors address the nature (...)
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  32. Jürgen Straub (ed.) (2005). Narration, Identity, and Historical Consciousness. Berghan Books.
    CHAPTER 1 Narrative Psychology and Historical Consciousness Relationships and Perspectives DONALD E. POLKINGHORNE Postmodern theory has severely undercut ...
  33. Ronald M. Swartz (1980). Knowledge and Fallibilism: Essays on Improving Education. New York University Press.
  34. Michael Herzfeld (1987). Anthropology Through the Looking-Glass: Critical Ethnography in the Margins of Europe. Cambridge University Press.
    Using Greek ethnography as a mirror for an ethnography of anthropology itself, this book reveals the ways in which the discipline of anthropology is ensnared in the same political and social symbolism as its object of study. The author pushes the comparative goals of anthropology beyond the traditional separation of tribal object from detached scientific observer, and offers the discipline a critical source of reflexive insight based on empirical ethnography rather than on ideological speculation alone.
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  35. Gustavo Lins Ribeiro & Arturo Escobar (eds.) (2006). World Anthropologies: Disciplinary Transformations Within Systems of Power. Berg.
    Can a planetary anthropology cope with both the "provincial cosmopolitanism" of alternative anthropologies and the "metropolitan provincialism" of hegemonic schools? How might the resulting "world anthropologies" challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight--and hence more power--than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and many others.
  36. D. C. Phillips (1992). The Social Scientist's Bestiary: A Guide to Fabled Threats to, and Defenses of, Naturalistic Social Science. Pergamon Press.
  37. Irene van Staveren (2001). The Values of Economics: An Aristotelian Perspective. Routledge.
    With an aim to bring caring back into economic theory, this work draws upon the work of Aristotle and Amartya Sen's notions of capability and commitment, to propose an alternative methodology to utilitarianism that is not normative.
  38. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.
  39. Sharan B. Merriam (ed.) (1995). Selected Writings on Philosophy and Adult Education. Krieger Pub. Co..
  40. 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 (...)
  41. David Hawkins (2000). The Roots of Literacy. University Press of Colorado.
  42. 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 parallels between these thinkers. The theory (...)
  43. Seumas Miller (2001). Social Action: A Teleological Account. Cambridge University Press.
    Social action is central to social thought. This centrality reflects the overwhelming causal significance of action for social life, the centrality of action to any account of social phenomena, and the fact that conventions and normativity are features of human activity. This book provides philosophical analyses of fundamental categories of human social action, including cooperative action, conventional action, social norm governed action, and the actions of the occupants of organizational roles. A distinctive feature of the book is that it applies (...)
  44. John R. Short (2000). Alternative Geographies. Prentice Hall.
  45. Hayward R. Alker (1996). Rediscoveries and Reformulations: Humanistic Methodologies for International Studies. Cambridge University Press.
    This book provides a distinctive and rich conception of methodology within international studies. From a rereading of the works of leading Western thinkers about international studies, Hayward Alker rediscovers a 'neo-Classical' conception of international relations which is both humanistic and scientific. He draws on the work of classical authors such as Aristotle and Thucydides; modern writers like Machiavelli, Vico, Marx, Weber, Deutsch and Bull; and post-modern writers like Havel, Connolly and Toulmin. The central challenge addressed is how to integrate 'positivist' (...)
  46. Keith Jenkins (1999). Why History?: Ethics and Postmodernity. Routledge.
    Why History? is a compelling introduction to the issue of history and ethics. Designed to provoke discussion, the book asks whether and why a good knowledge and understanding of the past is desirable. In the context of current postmodern thinking, Keith Jenkins suggests that the goal of "learning lessons from the past" actually means learning lessons from stories written by historians and others. If the past as history has no foundation, can anything ethical be gained from history? Daring and controversial, (...)
  47. Philip Carl Salzman & Patricia C. Rice (eds.) (2008). Thinking Anthropologically: A Practical Guide for Students. Pearson Prentice Hall.
  48. Christopher Hookway & Philip Pettit (eds.) (1977). Action and Interpretation: Studies in the Philosophy of the Social Sciences. Cambridge University Press.
    Whether the interpretations made by social scientists of the thoughts, utterances and actions of other people, including those from an alien culture or a ...
  49. Jerome Satterthwaite, Elizabeth Atkinson & Wendy Martin (eds.) (2004). Educational Counter-Cultures: Confrontations, Images, Vision. Trentham Books.
    Drawing on rich cross-cultural perspectives from Pakistan, Israel, Canada, the US and the UK, the authors challenge readers to envision new ways of thinking for education: ways which draw on imagination, the arts and the collective ...
  50. Quin McLoughlin (1991). Relativistic Naturalism: A Cross-Cultural Approach to Human Science. Praeger.
  51. 1 — 50 / 578