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1 — 50 / 582
  1. 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 ...
  2. Thomas O. Buford (1969). Toward a Philosophy of Education. New York, Holt, Rinehart and Winston.
  3. Raymond E. Wanner (1975). Claude Fleury, 1640-1723, as an Educational Historiographer and Thinker. Nijhoff.
    CHAPTER I CLAUDE FLEURY AND HIS CAREER Claude Fleury (-), an educator, historian , jurist, cleric, royal tutor, and immortel of the ...
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  4. Maurice S. Friedman (1978). To Deny Our Nothingness: Contemporary Images of Man. University of Chicago Press.
  5. James Calderhead & Peter Gates (eds.) (1993). Conceptualizing Reflection in Teacher Development. London ;Falmer Press.
  6. Eugénie Angèle Samier & Richard J. Bates (eds.) (2006). Aesthetic Dimensions of Educational Administration & Leadership. Routledge.
    The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into three sections. · Section (...)
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  7. 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.
  8. Inayat Khan (1962/1985). Education, From Before Birth to Maturity. Borgo Press.
  9. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  10. 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 (...)
  11. Max Lewis Rafferty (1968). Max Rafferty on Education. New York, Devin-Adair Co..
  12. 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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  13. 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 (...)
  14. 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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  15. Joshua Rust (2009). John Searle. Continuum.
    Introduction -- Fundamental ontology : external realism and scientific naturalism -- Consciousness and materialist theories of mind -- Intentional mental states -- Reason and action -- From acts to speech acts : the intention to communicate -- From sounds to words : the intention to represent -- On the meaning of meaning : critical remarks -- The construction of social reality -- Topics concerning institutional reality : reasons, language, politics, and the background.
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  16. John G. Mitchell (1990). Re-Visioning Educational Leadership: A Phenomenological Approach. Garland Pub..
  17. Victor J. Seidler (1994). Recovering the Self: Morality and Social Theory. Routledge.
    Recovering the Self seeks to place issues of morality and justice at the heart of social theory. Because of the breakdown of traditional forms of authority, respect for authorities can no longer be taken for granted. Increasingly people believe that respect has to be earned and people have to discover sources of authority within themselves. Victor Seidler seeks to establish a framework to rethink the relation between self and society, identities and power. Through exploring the works of Marx, Weber, and (...)
  18. Stuart C. Brown (ed.) (1975). Philosophers Discuss Education. Macmillan Press.
  19. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.
  20. 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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  21. 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.
  22. Robert Young (2004). White Mythologies: Writing History and the West. Routledge.
    In the first edition of White Mythologies (1990) Robert Young challenged the status of history, asking whether in this postmodern era we should consider it a Western myth, with an uncertain status. Is it, he asked, possible to write history that avoids the trap of Eurocentrism? Investigating the history of History, from Hegel to Foucault, White Mythologies calls into question traditional accounts of a single 'World History' which leaves aside the 'Third World' as surplus to the narrative of the West. (...)
  23. Ernest Gellner (1979). Spectacles & Predicaments: Essays in Social Theory. Cambridge University Press.
  24. 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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  25. 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?
  26. Paddy Walsh (1993). Education and Meaning: Philosophy in Practice. Cassell.
  27. 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' (...)
  28. John R. Searle (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge University Press.
    Written in an outstandingly clear and lively style, it provokes its readers to rethink issues they may have regarded as long since settled.
  29. John Parker (ed.) (2003). Social Theory: A Basic Tool Kit. Palgrave Macmillan.
    This accessible text introduces social theory as a set of flexible and practical concepts that can be used to reflect on and make sense of social behavior. It encourages the reader to critically assess social explanations and to construct their own as active theorists in their own right. Drawing on examples chosen to appeal to a wide, international student readership, it offers a resolutely straightforward, practical and student-centered approach to theory, avoiding the heavy emphasis on individual theorists and the often (...)
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  30. Donald Nathan Levine (2006). Powers of the Mind: The Reinvention of Liberal Learning in America. University of Chicago Press.
    It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about liberal learning with ideas more suited to our times. He does so by defining basic values of modernity and then considering (...)
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  31. Sidney Hook, Paul Kurtz & Miro Todorovich (eds.) (1975). The Philosophy of the Curriculum: The Need for General Education. Prometheus Books.
  32. J. Jeremy Wisnewski (2008). The Politics of Agency: Toward a Pragmatic Philosophical Anthropology. Ashgate.
    This book argues that the traditional emphasis on the accuracy of a given theory of human agency has systematically obscured the normative dimension in these theories and that recognizing this normative dimension allows us to see that a ...
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  33. Philip Pomper, Richard Elphick & Richard T. Vann (eds.) (1998). World History: Ideologies, Structures, and Identities. Blackwell Publishers.
  34. 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.
  35. George L. Henderson & Marvin Waterstone (eds.) (2009). Geographic Thought : A Praxis Perspective. Routledge.
    For researchers and students interested in the connections between theoretically informed work and the possibilities for bettering people's everyday lives, this ...
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  36. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  37. Eleonora Montuschi (2003). The Objects of Social Science. Continuum.
    Using a range of examples from specific social sciences, the book both identifies the practical and theoretical procedures involved in the identification of the ...
  38. 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 ...
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  39. John Law (1984). Science for Social Scientists. Macmillan Press.
  40. 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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  41. David Nyberg (1981). Power Over Power: What Power Means in Ordinary Life, How It is Related to Acting Freely, and What It Can Contribute to a Renovated Ethics of Education. Cornell University Press.
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  42. James L. Peacock (2001). The Anthropological Lens: Harsh Light, Soft Focus. Cambridge University Press.
    Anthropology is a complex, wide-ranging, and ever-changing field. This clear, coherent, and well-crafted book is a revised version of a very successful text first published in 1986, designed to supplement standard textbooks and monographs. It covers the central concepts, distinctive methodologies, and philosophical as well as practical issues of cultural anthropology, and it is accessible to the anthropological novice, and of value to the professional. The updated version covers current issues in cultural anthropology, and includes topics such as globalization, gender, (...)
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  43. Marlene de Laine (2000). Fieldwork, Participation and Practice: Ethics and Dilemmas in Qualitative Research. Sage.
    This timely and topical look at the role of ethics in fieldwork takes into account some of the major issues confronting qualitative researchers. The main purposes of this book are twofold: to promote an understanding of the harmful possibilities of fieldwork; and to provide ways of dealing with ethical problems and dilemmas. To these ends, examples of actual fieldwork are provided that address ethical problems and dilemmas, and posit ways of dealing with them.
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  44. Patricia Ann Lather (1991). Getting Smart: Feminist Research and Pedagogy with/in the Postmodern. Routledge.
    The ways in which knowledge relates to power have been much discussed in radical education theory. New emphasis on the role of gender and the growing debate about subjectivity have deepened the discussion, while making it more complex. In Getting Smart , Patti Lather makes use of her unique integration of feminism and postmodernism into critical education theory to address some of the most vital questions facing education researchers and teachers.
  45. 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 (...)
  46. Andrew Dawson, Jennifer Lorna Hockey & Andrew H. Dawson (eds.) (1997). After Writing Culture: Epistemology and Praxis in Contemporary Anthropology. Routledge.
    Anthropologists now openly acknowledge that social anthropology can no longer fulfill its traditional aim of providing holistic, objective representations of people of "exotic" cultures. After Writing Culture asks what theoretical and practical role contemporary anthropology can play in our increasingly unpredictable and complex world. With fourteen articles written by well-known anthropologists, the work explores some of the directions in which contemporary anthropology is moving, following the questions raised by the "writing culture" debates of the 1980s. Some of the chapters cover: (...)
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  47. 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 (...)
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  48. 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, (...)
  49. Alison Blunt (2000). Dissident Geographies: An Introduction to Radical Ideas and Practice. Prentice Hall.
    The perspectives examined in the book reveal and resist certain power relations that have constituted geographical knowledge. The book has two main aims.
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  50. David Hawkins (2000). The Roots of Literacy. University Press of Colorado.
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