Results for 'Kathleen Knight-Abowitz'

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  1.  10
    #NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis.Kathleen Knight Abowitz & Dan Mamlok - 2020 - Educational Theory 70 (6):731-748.
  2.  55
    Achieving public schools.Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):467-489.
    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and (...)
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  3.  24
    Imagining Democratic Futures for Public Universities: Educational Leadership Against Fatalism's Temptations.Kathleen Knight Abowitz - 2016 - Educational Theory 66 (1-2):181-197.
    At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that (...)
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  4.  9
    In Memoriam: Dennis Carlson.Kathleen Knight Abowitz - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (5):407-409.
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  5.  22
    Introduction: Maxine Greene on Democracy and the Social Imagination.Kathleen Knight Abowitz - 2016 - Education and Culture 32 (1):1.
    In assembling scholars for the John Dewey Symposium for the 2015 Annual Meeting in Chicago, I sought thinkers who would critically engage Maxine Greene’s philosophy of democratic education. The recent death of Greene, long-time member of the Society, friend and teacher of many members, and John Dewey Lecturer in 1988, had left a powerful absence among educational philosophers, and many had honored her legacy with loving tributes. The Symposium’s aim was to bring together scholars in critical engagement with her work.Greene (...)
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  6.  54
    The fallacies of flatness: Thomas Friedman's the world is flat.Kathleen Knight Abowitz & Jay Roberts - 2007 - Journal of Philosophy of Education 41 (3):471–481.
    Thomas Friedman’s best-selling The World is Flat has exerted much influence in the west by providing both an accessible analysis of globalisation and its economic and social effects, and a powerful cultural metaphor for globalisation. In this review, we more closely examine Friedman’s notion of the social contract, the moral centre of his hopeful vision of a globalised world. While Friedman’s social contract holds a more generous view of social and state obligation than his neoliberal economic analysis might otherwise allow, (...)
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  7. Introduction: Revisiting The Public and Its Problems.Kathleen Knight-Abowitz - 2014 - Education and Culture 30 (2):1-3.
    The 2013 Past President’s Panel at the Dewey Society annual meeting invited scholars to revisit the classic political text, The Public and Its Problems . Four exceptional papers were presented at the session and are now gathered here to gain the wider audience they deserve.Dewey’s most comprehensive work of political theory and democratic politics, The Public and Its Problems was a response to the deeply embedded skepticism about participatory democracy and public life expressed by democratic realists of the era, most (...)
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  8.  2
    Educational Administration as (Public) Practice?Kathleen Knight Abowitz - 2012 - Philosophy of Education 68:231-234.
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  9.  4
    For Shame: The Social Pre-Requisite Conditions of Self-Forgiveness.Kathleen Knight Abowitz - 2020 - Philosophy of Education 76 (3):36-41.
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  10.  4
    #NeverAgainMSD Student Activism: A Response to Ruitenberg’s “Educating Political Adversaries”.Kathleen Knight Abowitz & Dan Mamlok - 2019 - Philosophy of Education 75:544-558.
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  11. Social foundations,'disciplinarity,'and democracy.Richard A. Quantz & Kathleen Knight Abowitz - 2002 - Educational Studies 33 (1):24-34.
  12.  7
    Education for Digital Citizenship.Dan Mamlok & Kathleen Knight Abowitz - 2017 - Philosophy of Education 73:336-350.
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  13.  5
    A Situated Philosophy of Education.Nicholas C. Burbules & Kathleen Knight-Abowitz - 2008 - Philosophy of Education 64:268-276.
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  14.  43
    Book Review Section 1. [REVIEW]Kathleen Knight Abowitz, Laurie M. O'reilly, Audrey Thompson, Malcolm B. Campbell, Eric R. Jackson, Richard A. Brosio, Benjamin Hill, Andra Makler & Barbara J. Thayer-Bacon - 1996 - Educational Studies 27 (3):242-301.
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  15.  45
    What makes a public school public? A framework for evaluating the civic substance of schooling.Chris Higgins & Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):365-380.
  16.  10
    Virtual Charter Schools and the Democratic Aims of Education.Dustin Hornbeck, Kathleen Knight Abowitz & Andrew Saultz - 2019 - Education and Culture 35 (2):3.
    “When citizens can associate only in certain cases, they regard association as a rare and singular process, and they hardly think of it. When you allow them to associate freely in everything, they end up seeing in association the universal and, so to speak, unique means that men can use to attain the various ends that they propose. Each new need immediately awakens the idea of association. The art of association then becomes, as I said above, the mother science; everyone (...)
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  17.  4
    Imagining Ourselves in the Future: Toward an Existential Ethics for Teachers in the Accountability Era.Kip Kline & Kathleen Knight-Abowitz - 2015 - Philosophy of Education 71:162-170.
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  18.  18
    Book Review Section 1. [REVIEW]Bill Armaline, Kathy Farber, Kathleen Knight Abowitz, Deron R. Boyles, Cynthia I. Gerstl-Pepin, Colette Gosselin, Linda Irwin-Devitis, Benjamin Baez & Huey-li Li - 1999 - Educational Studies 30 (2):161-200.
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  19.  46
    Articles.George W. Noblit, Richard A. Quantz, Kathleen Knight Abowitz, John Willinsky, Bernardo Gallegos & Burton Weltman - 2002 - Educational Studies 33 (1):6-83.
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  20.  12
    What We Can Teach When We Teach Religion.Larry A. Hickman - 2016 - Education and Culture 32 (2):4-17.
    Let me begin by thanking the society’s officers: President Kathleen Knight-Abowitz, President-Elect Len Waks, immediate past President Deron Boyles, Secretary-Treasurer Kyle Greenwalt, membership and development officer Mark Kissling, and of course student liaison Matt Ryg and webmaster Zane Wubbena. I know that their many efforts on behalf of this society are much appreciated by all of us.In 1955, when Will Herberg published his influential book, Protestant–Catholic–Jew, it could be said with some confidence that an essay in American (...)
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  21.  19
    Articles.Kathleen Abowitz, Richard A. Brosio, William L. Griffen & H. Svi Shapiro - 2000 - Educational Studies 31 (4):375-426.
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  22.  29
    Double dissociation in the roles of the left and right prefrontal cortices in anticipatory regulation of action.Ries Stephanie, Greenhouse Ian, Dronkers Nina, Haaland Kathleen & Knight Robert - 2015 - Frontiers in Human Neuroscience 9.
  23.  92
    Physicalism.Kathleen V. Wilkes - 1973 - Atlantic Highlands, N.J.: Routledge and Kegan Paul.
    The primary aim of this study is to dissolve the mind-body problem. It shows how the ‘problem’ separates into two distinct sets of issues, concerning ontology on the one hand, and explanation on the other, and argues that explanation – whether or not human behaviour can be explained in physical terms – is the more crucial. The author contends that a functionalist methodology in psychology and neurophysiology will prove adequate to explain human behaviour. Defence of this thesis requires: an examination (...)
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  24. The relationship between scientific psychology and common-sense psychology.Kathleen V. Wilkes - 1991 - Synthese 89 (October):15-39.
    This paper explores the relationship between common-sense psychology (CSP) and scientific psychology (SP) — which we could call the mind-mind problem. CSP has come under much attack recently, most of which is thought to be unjust or misguided. This paper's first section examines the many differences between the aims, interests, explananda, explanantia, methodology, conceptual frameworks, and relationships to the neurosciences, that divide CSP and SP. Each of the two is valid within its own territory, and there is no competition between (...)
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  25. The good man and the good for man in Aristotle's ethics.Kathleen V. Wilkes - 1978 - Mind 87 (348):553-571.
    It is notorious that Aristotle gives two distinct and seemingly irreconcilable versions of man's eudaimonia in the Nicomachean Ethics. These offer conflicting accounts not only of what the good man should do, but also of what it is good for a man to do. This paper discusses the incompatibility of these two pictures of eudaimonia, and explores the extent to which the notions of 'the life of a good man' and 'the life good for a man' can be successfully united (...)
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  26.  28
    Reaction to rhythmic stimuli with attempt to synchronize.Knight Dunlap - 1910 - Psychological Review 17 (6):399-416.
  27.  14
    The humanist outlook.Alfred Jules Ayer - 1968 - London,: Pemberton; Barrie & Rockliff.
    El editor reúne a distintos miembros de la Advisory Council of the British Humanist Association para escribir sobre conceptos, tales como la moralidad, la educación moral, la ética, los medios de comunicación, la muerte o el futuro. Algunos de estos autores son: Cyril Bibby, Raymond Firth, Margaret Knight, Lord Francis Williams, Antony Flew, Peter Henderson, James Hemming, Morris Ginsberg, Lord Ritchie-Calder, Lord Boyd Orr, Kathleen Nott, Brigid Brophy, Cristopher Longuet-Higgins, Kingsley Martin, P. Sargant Florence, Theodore Besterman, F.A.E. Crew, (...)
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  28.  22
    Nemo psychologus nisi physiologus.Kathleen V. Wilkes - 1986 - Inquiry: An Interdisciplinary Journal of Philosophy 29 (June):168-185.
    This article finds little to disagree with in Neurophilosophy The sole area of disagreement is with Professor Churchland's attitude to common?sense psychology. Unfortunately, though, the author has already attempted to describe what should be the proper view of common?sense psychology in an earlier article in this very journal. Therefore the present article tries to build on the earlier one, advocating an instrumentalist constraal of many ordinary?language mental terms ? a construal with which Professor Churchland is unlikely to agree, but which, (...)
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  29.  58
    Conclusions in the Meno.Kathleen V. Wilkes - 1979 - Archiv für Geschichte der Philosophie 61 (2):143-153.
  30. Emotion and self-consciousness.Kathleen Wider - 2006 - In Uriah Kriegel & Kenneth Williford (eds.), Self-Representational Approaches to Consciousness. MIT Press. pp. 63-87.
  31. Losing consciousness.Kathleen V. Wilkes - 1995 - In Thomas Metzinger (ed.), Conscious Experience. Paderborn: Ferdinand Schoningh.
     
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  32.  46
    Brain states.Kathleen V. Wilkes - 1980 - British Journal for the Philosophy of Science 31 (2):111-129.
  33.  48
    Nietzsche's Zarathustra.Kathleen Marie Higgins - 1987 - Philadelphia: Temple University Press.
    "The publication of the revised edition of Kathleen Marie Higgins's Nicizscbe's Zarathustra is a great boon to Nietzsche scholars and Zarathustra specialists alike, for Higgins's consistently subtle analysis of Nietzsche's bold experiment ...
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  34.  13
    The Music Between Us: Is Music a Universal Language?Kathleen Marie Higgins - 2012 - London: University of Chicago Press.
    From our first social bonding as infants to the funeral rites that mark our passing, music plays an important role in our lives, bringing us closer to one another. In _The Music between Us_, philosopher Kathleen Marie Higgins investigates this role, examining the features of human perception that enable music’s uncanny ability to provoke, despite its myriad forms across continents and throughout centuries, the sense of a shared human experience. Drawing on disciplines such as philosophy, psychology, musicology, linguistics, and (...)
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  35. The self and others: Imitation in infants and Sartre's analysis of the look.Kathleen Wider - 1999 - Continental Philosophy Review 32 (2):195-210.
    In Being and Nothingness Jean-Paul Sartre contends that the self's fundamental relation with the other is one of inescapable conflict. I argue that the research of the last few decades on the ability of infants - even newborns - to imitate the facial expressions and gestures of adults provides counter-evidence to Sartre's claim. Sartre is not wrong that the look of the other may be a source of self-alienation, but that is not how it functions in the first instance. An (...)
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  36. Reactions to Rythmic Stimuli, with Attempt to Synchronize.Knight Dunlap - 1911 - Philosophical Review 20:243.
  37.  56
    Reconstructing Judgment: Emotion and Moral Judgment.Kathleen Wallace - 1993 - Hypatia 8 (3):61 - 83.
    A traditional association of judgment with "reason" has drawn upon and reinforced an opposition between reason and emotion. This, in turn, has led to a restricted view of the nature of moral judgment and of the subject as moral agent. The alternative, I suggest, is to abandon the traditional categories and to develop a new theory of judgment. I argue that the theory of judgment developed by Justus Buchler constitutes a robust alternative which does not prejudice the case against emotion. (...)
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  38.  55
    Know thyself.Kathleen V. Wilkes - 2002 - Journal of Consciousness Studies 5 (2):153-165.
    The burden of this article is that although the idea of `the self'which Galen Strawson decribes in his target article is initially very attractive, it eventually doesn't work. There is a lot of competition for a `pole position'notion -- `human', `person', psuche, `soul', even `sake'-- and the idea of `self'does not seem to deserve the prize. What Strawson wants to do with the notion of a `self'can be done equally well, and more economically, by the first-person pronoun. A question raised (...)
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  39.  40
    The place of the work of art in the age of technology.Kathleen Wright - 1984 - Southern Journal of Philosophy 22 (4):565-582.
  40.  44
    Mysticism, Freudianism, and scientific psychology.Knight Dunlap - 1920 - Freeport, N.Y.,: Books for Libraries Press.
    MYSTICISM, FREUDIANISM AND SCIENTIFIC PSYCHOLOGY CHAPTER I MYSTICISM The term mysticism and its cognate terms mystical and mystic have in popular usage a ...
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  41.  65
    Rhythm and the specious present.Knight Dunlap - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (13):348-354.
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  42.  5
    Rhythm and the Specious Present.Knight Dunlap - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (13):348-354.
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  43. Models of the Self.Kathleen V. Wilkes - 2002 - Thorverton UK: Imprint Academic.
     
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  44.  25
    Ego-depletion, self-control, and choice.Kathleen D. Vohs & Roy F. Baumeister - 2004 - In Jeff Greenberg, Sander Leon Koole & Thomas A. Pyszczynski (eds.), Handbook of Experimental Existential Psychology. Guilford Press. pp. 15--398.
  45.  30
    Demonstrating a Commitment to Corporate Social Responsibility Not Simply Shared Value.Kathleen Wilburn & Ralph Wilburn - 2014 - Business and Professional Ethics Journal 33 (1):1-15.
    Porter and Kramer are very clear that shared value is not corporate social responsibility. Not only do they criticize the four principles on which CSR rests: moral obligation, sustainability, license to operate, and reputation, as ineffective and vague, they maintain that the only reason for companies to engage in sustainability projects is to decrease costs and thus increase profits, not because they have a corporate responsibility to help protect the environment the people who dwell in it. Because social problems cause (...)
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  46.  32
    Perception and Cognition.Kathleen V. Wilkes & C. Wade Savage - 1980 - Philosophical Quarterly 30 (120):266.
  47.  23
    Heidegger's Holderin and the mo(u)rning of history.Kathleen Wright - 1993 - Philosophy Today 37 (4):423-435.
  48. Playing Fair?Kathleen Gordon & Kerri O'Connor - 2010 - Ethos: Social Education Victoria 18 (3):9.
     
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  49.  8
    How the Uncanny Kinship between Prison and Slavery Requires Catholic Social Teaching to Reconsider Its Stance on Crime and Punishment.Kathleen Grimes - 2019 - Journal of Catholic Social Thought 16 (1):39-63.
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  50.  28
    Autonomous "I" of an intersectional self.Kathleen Wallace - 2003 - Journal of Speculative Philosophy 17 (3):176-191.
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