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1 — 50 / 499
  1. 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 ...
  2. 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.
  3. 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 (...)
  4. 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 ...
  5. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  6. John K. Smith (1993). After the Demise of Empiricism: The Problem of Judging Social and Education Inquiry. Ablex Pub..
  7. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.
  8. 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 (...)
  9. 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.
  10. Len Doyal (1986). Empiricism, Explanation, and Rationality: An Introduction to the Philosophy of the Social Sciences. Routledge & K. Paul.
  11. 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.
  12. 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 (...)
  13. 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.
  14. 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 (...)
  15. Derek Robbins (1988). The Rise of Independent Study: The Politics and the Philosophy of an Educational Innovation, 1970-87. Society for Research Into Higher Education & Open University Press.
  16. David Rubinstein (1981). Marx and Wittgenstein: Social Praxis and Social Explanation. Routledge & Kegan Paul.
    First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
  17. 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.
  18. 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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  19. Joanna Swann & John Pratt (eds.) (1999). Improving Education: Realist Approaches to Method and Research. Cassell.
    Stimulated by late-1990s debate in the UK on quality, effectiveness and usefulness of educational research (reports by OFSTED, DFEE and NFER), this book shows ...
  20. 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 ...
  21. Tony Becher (1994). Graduate Education in Britain. Jessica Kingsley Publishers.
  22. Marcelo Dascal & Ora Gruengard (eds.) (1989). Knowledge and Politics: Case Studies in the Relationship Between Epistemology and Political Philosophy. Westview Press.
  23. 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. (...)
  24. 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, (...)
  25. D. P. Chattopadhyaya (1997). Sociology, Ideology, and Utopia: Socio-Political Philosophy of East and West. Brill.
    Yet this work is a sustained plea for improvable understanding between the East and the West and the transcultural value orientation of different cultures.
  26. Peter Haggett (1990). The Geographer's Art. B. Blackwell.
  27. Colin Wringe (1988). Understanding Educational Aims. Allen & Unwin.
  28. 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.
  29. Isaac Baer Berkson (1958/1970). The Ideal and the Community. Westport, Conn.,Greenwood Press.
  30. 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 (...)
  31. 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 (...)
  32. David Thomas (1979). Naturalism and Social Science: A Post-Empiricist Philosophy of Social Science. Cambridge University Press.
    This 1979 text addresses the ways in which the dominant theories in large areas of Western social science have been subject to strong criticisms, particularly ...
  33. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.
  34. 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?
  35. 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 (...)
  36. 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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  37. Derek Layder (1997). Modern Social Theory: Key Debates and New Directions. Ucl Press.
    This book is intended for undergraduate courses in social theory for second and third year sociology students, as well as postgraduate and academic researchers.
  38. 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.
  39. Carol Garhart Mooney (2006). Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Pearson/Merrill Prentice Hall.
  40. 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 (...)
  41. A. Nuri Yurdusev (2003). International Relations and the Philosophy of History: A Civilizational Approach. Palgrave Macmillan.
    International Relations and the Philosophy of History examines the concept of civilization in relation to international systems through an extensive use of the literature in the philosophy of history. A. Nuri Yurdusev demonstrates the relevance of a civilizational approach to the study of contemporary international relations by looking at the multi-civilizational nature of the modern international system, the competing claims of national and civilizational identities and the rise of civilizational consciousness after the Cold War.
  42. Harry S. Broudy (1988). The Uses of Schooling. Routledge.
    INTRODUCTION Proper claims and expectations Another book on the uses of schooling calls for explanation if not justification. There is no lack of books, ...
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  43. Robert F. Arnove & Carlos Alberto Torres (eds.) (2007). Comparative Education: The Dialectic of the Global and the Local. Rowman & Littlefield.
  44. Kenneth A. Strike (1989). Liberal Justice and the Marxist Critique of Education: A Study of Conflicting Research Programs. Routledge.
  45. 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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  46. Michael Stanford (1998). An Introduction to the Philosophy of History. Blackwell.
  47. Ian Hodder (ed.) (2001). Archaeological Theory Today. Blackwell Publishers.
    This volume provides an authoritative account of the current status of archaeological theory, as presented by some of its major exponents and innovators over ...
  48. Mark Youngblood Herring (1988). Ethics and the Professor: An Annotated Bibliography, 1970-1985. Garland Pub..
  49. Philip Carl Salzman & Patricia C. Rice (eds.) (2008). Thinking Anthropologically: A Practical Guide for Students. Pearson Prentice Hall.
  50. Thomas S. Dickinson (ed.) (2001). Reinventing the Middle School. Routledgefalmer.
    Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.
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