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1 — 50 / 501
  1. 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 (...)
  2. Israel Scheffler (1985). Of Human Potential: An Essay in the Philosophy of Education. Routledge & Kegan Paul.
  3. 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 (...)
  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. 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 (...)
  6. Joseph Petraglia (1998). Reality by Design: The Rhetoric and Technology of Authenticity in Education. L. Erlbaum Associates.
    An essential resource for understanding cutting edge developments in contemporary education. Using real life examples of educational technology, it explains why rhetorical relations must replace cognitive process as the central focus of education.
  7. 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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  8. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  9. 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.
  10. Brian Fay (1996). Contemporary Philosophy of Social Science: A Multicultural Approach. Blackwell.
    This volume provides a lucid and distinct introduction to multiculturalism and the philosophy of social science.
  11. 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.
  12. Oliver W. Holmes (1975). Human Reality and the Social World: Ortega's Philosophy of History. University of Massachusetts Press.
  13. Marcelo Dascal & Ora Gruengard (eds.) (1989). Knowledge and Politics: Case Studies in the Relationship Between Epistemology and Political Philosophy. Westview Press.
  14. 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.
  15. J. C. D. Clark (2003/2004). Our Shadowed Present: Modernism, Postmodernism, and History. Stanford University Press.
    "Written in clear language, this book offers a seasoned historian's effective response to postmodernism's challenge to culture and history.
  16. Ashley Montagu (1973). Education and Human Relations. Westport, Conn.,Greenwood Press.
  17. John K. Smith (1993). After the Demise of Empiricism: The Problem of Judging Social and Education Inquiry. Ablex Pub..
  18. 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?
  19. Ekkehart Schlicht (1998). On Custom in the Economy. Clarendon Press.
    The aim of this book is to re-establish custom in economics. Current economic theorizing largely neglects the customary forces that underpin market exchange. Economic sociologists have stressed this repeatedly by referring to the 'embeddedness' of all kinds of economic processes. It is true that market processes do hinge on elements of custom, but custom is in turn moulded by economic processes. This other causal direction needs more attention than it has hitherto received. The way modern institutional economics has developed points (...)
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  20. 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.
  21. 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.
  22. 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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  23. 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 (...)
  24. Burleigh Taylor Wilkins (1974). Hegel's Philosophy of History. Ithaca,Cornell University Press.
  25. 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.
  26. 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.
  27. Bryan S. Turner (ed.) (2000). The Blackwell Companion to Social Theory. Blackwell Publishers.
    The book guides the student and scholar through the vast array of approaches and frameworks that shape contemporary analysis of social reality.
  28. 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.
  29. Louis Menand (2010). The Marketplace of Ideas. W.W. Norton.
    Argues that outdated institutional structures and higher educational philosophies are negatively contrasting with significant changes in today's faculties and student bodies with a result that higher education is more competitive and less ...
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  30. Roger Backhouse (ed.) (1998). Explorations in Economic Methodology: From Lakatos to Empirical Philosophy of Science. Routledge.
    Is methodology fruitless? Intense controversy has resulted from attempts to understand economics through philosophy of science. This collection clarifies and responds to the issues raised, arguing that methodology is an essential activity.
  31. Edward Kuhlman (1994). Agony in Education: The Importance of Struggle in the Process of Learning. Bergin & Garvey.
  32. Philip Carl Salzman & Patricia C. Rice (eds.) (2008). Thinking Anthropologically: A Practical Guide for Students. Pearson Prentice Hall.
  33. Rohnn B. Sanderson (2012). Beyond Naïveté: Ethics, Economics, and Values. University Press of America.
    This book discusses theories in economics and ethics to help the reader understand all points of view regarding the crossroads between economic systems and individual and social values.
  34. 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.
  35. Roger Straughan & John Wilson (eds.) (1987). Philosophers on Education. Barnes & Noble Books.
  36. 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 ...
  37. 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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  38. John L. Elias (1995). Philosophy of Education: Classical and Contemporary. Krieger Pub. Co..
  39. Per Dalin (1993). Changing the School Culture. Imtec Foundation.
  40. 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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  41. Jörn Rüsen (ed.) (2002). Western Historical Thinking: An Intercultural Debate. Berghahn Books.
    In this volume, Peter Burke, a prominent "Western" historian, offers ten hypotheses that attempt to constitute specifically "Western Historical Thinking".
  42. Peter Haggett (1990). The Geographer's Art. B. Blackwell.
  43. Mark T. Gilderhus (2003). History and Historians: A Historiographical Introduction. Prentice Hall.
    Machine generated contents note: 1 Aims and Purposes -- 2 The Beginnings of Historical Consciousness -- 3 Historical Consciousness in the Modern Age -- 4 Philosophy of History: Speculative Approaches -- 5 Philosophy of History: Analytical Approaches -- 6 Reading, Writing, and Research -- 7 Professional History in Recent Times -- Postscript: Culture Wars and Postmodernism.
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  44. 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 (...)
  45. G. N. Kitching (2008). The Trouble with Theory: The Educational Costs of Postmodernism. Pennsylvania State University Press.
    "A critique of postmodernism and poststructuralism and an examination of their impact on higher education.
  46. 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 (...)
  47. Ramkrishna Mukherjee & Partha N. Mukherji (eds.) (2000). Methodology in Social Research: Dilemmas and Perspectives: Essays in Honor of Ramkrishna Mukherjee. Sage Publications, Inc..
    This volume constitutes a lucid introduction to methodology in social research. It will enable social science researchers trained in a particular field to look beyond and relate to other methodological domains.
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  48. Christopher Y. Tilley (ed.) (1993). Interpretative Archaeology. Berg.
    This fascinating volume integrates recent developments in anthropological and sociological theory with a series of detailed studies of prehistoric material culture. The authors explore the manner in which semiotic, hermeneutic, Marxist, and post-structuralist approaches radically alter our understanding of the past, and provide a series of innovative studies of key areas of interest to archaeologists and anthropologists.
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  49. 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, ...
  50. David Williams (1996). Japan and the Enemies of Open Political Science. Routledge.
    Japan and the Enemies of Open Political Science argues that Eurocentric blindness is a scientific failing, not a moral one. In a way true of no other political system, Japan's greatness has the potential to enliven and reform almost all the main branches of Western Political Science. David Williams criticizes Western social science, Anglo-American Philosophy and French Theory and explains why mainstream economists, historians of political thought and postculturalists have ignored Japan's modern achievements. Williams demonstrates why the renewal of social (...)
  51. 1 — 50 / 501