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1 — 50 / 594
  1. Scott Gordon (1991). The History and Philosophy of Social Science. Routledge.
  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. Thomas O. Buford (1969). Toward a Philosophy of Education. New York, Holt, Rinehart and Winston.
  4. 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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  5. David Harvey (1969). Explanation in Geography. London, Edward Arnold.
  6. Philo T. Pritzkau (1970). On Education for the Authentic. Scranton, Pa.,International Textbook Co..
  7. Maurice S. Friedman (1978). To Deny Our Nothingness: Contemporary Images of Man. University of Chicago Press.
  8. Max Lewis Rafferty (1968). Max Rafferty on Education. New York, Devin-Adair Co..
  9. Inayat Khan (1962/1985). Education, From Before Birth to Maturity. Borgo Press.
  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. 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.
  12. Kate Ashcroft (1994). Managing Teaching and Learning in Further and Higher Education. Falmer Press.
    This handbook covers ways of managing the teaching, learning and assessment process to improve students' learning.
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  13. 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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  14. Christine Doddington (2007). Child-Centred Education: Reviving the Creative Tradition. Sage Publications.
    Against an increasingly authoritarian background of testing and instruction, concern is growing about disengagement and loss of depth and quality in education at all levels. Child Centred Education seeks to explore the role of Primary education within this debate. This book inspires teachers seeking to make their practice more genuinely educational. Authors Christine Doddington and Mary Hilton capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative, and become more creative. Based on wide (...)
  15. James Calderhead & Peter Gates (eds.) (1993). Conceptualizing Reflection in Teacher Development. London ;Falmer Press.
  16. David J. Flinders & Stephen J. Thornton (eds.) (2008). The Curriculum Studies Reader. Routledge.
    This highly anticipated second edition of The Curriculum Studies Reader retains key features of the successful first edition while incorporating an updated introduction and new, timely essays. Grounded in historical essays, the volume provides context for the growing field of curriculum studies, reflects upon the trends that have dominated the field, and samples the best of current scholarship. This thoughtful combination of essays provides a survey of the field coupled with concrete examples of innovative curriculum, and an examination of contemporary (...)
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  17. 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 (...)
  18. 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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  19. John Martin Rich (1975). Innovations in Education. Boston,Allyn and Bacon.
  20. 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 (...)
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  21. 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 (...)
  22. 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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  23. John G. Mitchell (1990). Re-Visioning Educational Leadership: A Phenomenological Approach. Garland Pub..
  24. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.
  25. Roger Trigg (2001). Understanding Social Science: A Philosophical Introduction to the Social Sciences. Blackwell Publisers.
    In this lucid and engaging introductory volume on the nature of society, Roger Trigg examines the scientific basis of social science and shows that philosophical presuppositions are a necessary starting point for the study of society.
  26. C. W. Evers (2000). Doing Educational Administration: A Theory of Administrative Practice. Pergamon.
    Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered in an applied context. In this, the third and final (...)
  27. Stuart C. Brown (ed.) (1975). Philosophers Discuss Education. Macmillan Press.
  28. 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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  29. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  30. 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, (...)
  31. 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.
  32. 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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  33. Ernest Gellner (1979). Spectacles & Predicaments: Essays in Social Theory. Cambridge University Press.
  34. 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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  35. 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 (...)
  36. 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?
  37. 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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  38. 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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  39. John Dewey (1902/2001). The School and Society ;. Dover Publications, Inc..
    These two short, influential books, which grew out of Dewey’s hands-on experience in administering the laboratory school at the University of Chicago, represent the earliest authoritative statement of his revolutionary emphasis on education as an experimental, child-centered process. In The School and Society, he declares that we must “make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated with the spirit of art, history, and science.” (...)
  40. Gavin Lucas (2012). Understanding the Archaeological Record. Cambridge University Press.
    Machine generated contents note: 1. The trouble with theory; 2. The total record; 3. Formation theory; 4. Materialized culture; 5. Archaeological entities; 6. Archaeological interventions; 7. A 'new' social archaeology?
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  41. 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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  42. 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 (...)
  43. 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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  44. 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, (...)
  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' (...)
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  46. Philip Pomper, Richard Elphick & Richard T. Vann (eds.) (1998). World History: Ideologies, Structures, and Identities. Blackwell Publishers.
  47. James F. Ward (1984). Language, Form, and Inquiry: Arthur F. Bentley's Philosophy of Social Science. University of Massachusetts Press.
    I Introduction: Philosophy and Social Science Men "know," but they no longer are so certain that their knowledge will not be rearranged. ...
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  48. 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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  49. 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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  50. Sidney Hook, Paul Kurtz & Miro Todorovich (eds.) (1975). The Philosophy of the Curriculum: The Need for General Education. Prometheus Books.
  51. 1 — 50 / 594