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1 — 50 / 487
  1. Jan Peil & Irene van Staveren (eds.) (2009). Handbook of Economics and Ethics. Edward Elgar.
    The Handbook of Economics and Ethics is a unique collection of 75 original entries on the intersections between economics and ethics.
  2. Peter T. Manicas (1987). A History and Philosophy of the Social Sciences. Basil Blackwell.
  3. Yūichi Shionoya & Kiichirō Yagi (eds.) (2001). Competition, Trust, and Cooperation: A Comparative Study. Springer.
    This book is the result of the first SEEP (Studies in Economic Ethics and Philosophy) conference that was held in Asia. First, the Western tradition is reinterpreted and restated by the two editors with their diversified perspective of virtue ethics and communicative ethics. Then, new approaches such as "critical realism", "reciprocal delivery", "evolutionary thought" and "cultural studies" are applied to understand ethical problems in economics. Further, in contrast to the reassessment of Scottish moral philosophy and German Romanticism, Chinese, Japanese, and (...)
  4. Ted Benton (2001). Philosophy of Social Science: The Philosophical Foundations of Social Thought. Palgrave.
    This is the first book in the new series, is a comprehensive introduction to philosophical problems in the social sciences, encompassing traditional and contemporary perspectives. It is readily accessible, with a firm emphasis on communicating difficult philosophical ideas clearly and effectively to those from outside this discipline. Ted Benton and Ian Craib move systematically through major topic areas, from positivism to post-structuralism, using a wide variety of examples and cases to illustrate key themes.
  5. 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 ...
  6. Richard Peet (1998). Modern Geographic Thought. Blackwell Publishers.
    After spending time with this book the reader should be able to tackle virtually any philosophical theme in contemporary geographic thought.
  7. 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 (...)
  8. 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.
  9. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  10. 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 (...)
  11. Tony Becher (1994). Graduate Education in Britain. Jessica Kingsley Publishers.
  12. 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.
  13. Michael Oakeshott (1989). The Voice of Liberal Learning: Michael Oakeshott on Education. Yale University Press.
  14. Rahat Naqvi & Hans Smits (eds.) (2011). Thinking About and Enacting Curriculum in "Frames of War". Lexington Books.
    Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, (...)
  15. Oliver W. Holmes (1975). Human Reality and the Social World: Ortega's Philosophy of History. University of Massachusetts Press.
  16. Ronald M. Glassman & Vatro Murvar (eds.) (1984). Max Weber's Political Sociology: A Pessimistic Vision of a Rationalized World. Greenwood Press.
  17. 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.
  18. 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.
  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. 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 (...)
  21. Samuel Gerald Collins (2008). All Tomorrow's Cultures: Anthropological Engagements with the Future. Berghahn Books.
    In this book, Samuel Collins argues not only for the importance of the future of culture, but also stresses its centrality in anthropological thought over the ...
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  22. Bruce Macfarlane (2004). Teaching with Integrity: The Ethics of Higher Education Practice. Routledgefalmer.
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
  23. 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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  24. Max Lewis Rafferty (1968). Max Rafferty on Education. New York, Devin-Adair Co..
  25. 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 (...)
  26. D. A. Paterson & Mary Palmer (eds.) (1989). The Status of Animals: Ethics, Education, and Welfare. Published on Behalf of the Humane Education Foundation by C.A.B. International.
  27. 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.
  28. 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 (...)
  29. Peter Rigby (1996). African Images: Racism and the End of Anthropology. Berg.
    This controversial book is an impassioned African response to the racial stereotyping of African people and people of African descent by prominent white scholars. It highlights how the media contributes to the growth of racist ideas, particularly in reporting current events in Africa, and demonstrates how some of America’s most revered intellectuals cloak racist ideologies in ostensibly egalitarian discourses. The author seeks to rewrite the image of 'race' in order to show the damage racism can cause serious scholarship.
  30. David Cannadine (ed.) (2002). What is History Now? Palgrave Macmillan.
    E.H. Carr's What is History?, published in 1961, was a runaway bestseller and the most influential book to examine writing and thinking about history this century. To commemorate the book's forthieth anniversary, David Cannadine has gathered an all-star cast of contributors to ask and seek answers to E.H. Carr's classic question for a new generation of historians: what does it mean to study history at the start of the twenty-first century? The contributors pose this question anew for the most important (...)
  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. Theodore R. Sarbin & John I. Kitsuse (eds.) (1994). Constructing the Social. Sage.
    If you are looking for a clear, concrete overview on social constructionist research and analysis, look no further than Constructing the Social. This timely volume pools the talents of many leading psychologists and sociologists, who in each case ground theory into practical examples. Contributors demonstrate that human beings are principally social agents rather than passive reactors that process information. Each contributor analyzes the historical and cultural contexts implicit in a wide range of key issues including anxiety, the family, intelligence, aging, (...)
  33. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.
  34. W. Jan van der Dussen (1981). History as a Science: The Philosophy of R.G. Collingwood. Distributors, Kluwer Boston.
    The Philosophy of R.G. Collingwood W. J. Van Der Dussen. Collingwood's conclusion is that " ... science, even at its best, always falls short of understanding the facts as they really are"88. Only history is able to realize this. It is another ...
  35. Ahmed Gurnah (1992). The Uncertain Science: Criticism of Sociological Formalism. Routledge.
    Introduction SOCIOLOGY: A SUBVERTED PROJECT We shall argue here that the continued interlacing of philosophy and sociology distorts sociology and limits its ...
  36. Richard W. Miller (1987). Fact and Method: Explanation, Confirmation and Reality in the Natural and the Social Sciences. Princeton University Press.
    In this bold work of broad scope and rich erudition, Richard W. Miller sets out to reorient the philosophy of science.
  37. Michael Stanford (1998). An Introduction to the Philosophy of History. Blackwell.
  38. 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 (...)
  39. Christopher Winch (2006). Education, Autonomy and Critical Thinking. Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the discussion for contemporary practice (...)
  40. 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 (...)
  41. Marcelo Dascal & Ora Gruengard (eds.) (1989). Knowledge and Politics: Case Studies in the Relationship Between Epistemology and Political Philosophy. Westview Press.
  42. Richard A. Brosio (2000). Philosophical Scaffolding for the Construction of Critical Democratic Education. P. Lang.
  43. Sinclair Goodlad (1995). The Quest for Quality: Sixteen Forms of Heresy in Higher Education. Society for Research Into Higher Education & Open University Press.
  44. Tim May & Malcolm Williams (eds.) (1998). Knowing the Social World. Open University Press.
  45. 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.
  46. Luigi Bonatti (1984). Uncertainty: Studies in Philosophy, Economics, and Socio-Political Theory. B.R. Grüner.
    lNTRODUCTlON ln itself the world is neither governed by a principle of order, irremediably abandoned to disorder, structured with iron determinism, ...
  47. Alexandra Miletta & Maureen McCann Miletta (eds.) (2008). Classroom Conversations: A Collection of Classics for Parents and Teachers. The New Press.
  48. 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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  49. Kenneth A. Strike (1989). Liberal Justice and the Marxist Critique of Education: A Study of Conflicting Research Programs. Routledge.
  50. Mark Youngblood Herring (1988). Ethics and the Professor: An Annotated Bibliography, 1970-1985. Garland Pub..
  51. 1 — 50 / 487