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.  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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  3.  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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  4.  37
    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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  5.  9
    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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  6.  5
    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.  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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  8. 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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  9.  2
    Educational Administration as (Public) Practice?Kathleen Knight Abowitz - 2012 - Philosophy of Education 68:231-234.
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  10.  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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  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.  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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  14.  2
    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.
  15.  5
    A Situated Philosophy of Education.Nicholas C. Burbules & Kathleen Knight-Abowitz - 2008 - Philosophy of Education 64:268-276.
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  16.  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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  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. Real people. Personal identity without thought experiments.Kathleen V. Wilkes - 1989 - Revue Philosophique de la France Et de l'Etranger 179 (4):632-633.
     
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  24. Real People. Personal Identity without Thought Experiments.Kathleen V. Wilkes - 1990 - Tijdschrift Voor Filosofie 52 (1):170-171.
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  25. Real People: Personal Identity Without Thought Experiments.Kathleen V. Wilkes - 1990 - Mind 99 (394):305-308.
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  26.  19
    Luck Egalitarianism: Equality, Responsibility, and Justice.Carl Knight - 2009 - Edinburgh: Edinburgh University Press.
    How should we decide which inequalities between people are justified, and which are unjustified? One answer is that such inequalities are only justified where there is a corresponding variation in responsible action or choice on the part of the persons concerned. This view, which has become known as 'luck egalitarianism', has come to occupy a central place in recent debates about distributive justice. This book is the first full length treatment of this significant development in contemporary political philosophy. Each of (...)
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  27. The Bodily Nature of Consciousness: Sartre and Contemporary Philosophy of Mind.Kathleen V. Wider - 1997 - Behavior and Philosophy 25 (2):161-168.
     
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  28.  8
    Using Multimedia Resources in Teaching the Bible.Kathleen A. Farmer & Russell W. Dalton - 2002 - Interpretation: A Journal of Bible and Theology 56 (4):387-397.
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  29.  10
    Phenomenology as Embodied Knowing and Sharing: Kindling Audience Participation.Kathleen Galvin & Les Todres - 2012 - Indo-Pacific Journal of Phenomenology 12 (sup2):1-9.
    We are particularly interested in how poetry and phenomenological research come together to increase understanding of human phenomena. We are further interested in how these more aesthetic possibilities of understanding can occur within a community context, that is the possibility of a process in which understanding is shared through an ongoing process of participation. In this way phenomenologically-oriented understandings may meaningfully speak of that which is common between us as well as that which may be uniquely lived for each of (...)
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  30.  9
    The role of research in setting priorities for health care.Kathleen N. Lohr - 1996 - Journal of Evaluation in Clinical Practice 2 (1):79-82.
  31.  4
    Towards quality Pacific services: the development of a service self‐evaluation tool for Pacific addiction services in New Zealand.Kathleen S. Samu, Amanda Wheeler, Lanuola Asiasiga, Synthia M. Dash, Gail Robinson, Lucy Dunbar & Tamasailau Suaalii-Sauni - 2011 - Journal of Evaluation in Clinical Practice 17 (6):1036-1044.
  32.  6
    Freedom and Moral Sentiment: Hume's Way of Naturalizing Responsibility (review).Kathleen Schmidt - 1999 - Hume Studies 25 (1):263-265.
    Hume's influential treatment of liberty and necessity has traditionally been understood as a statement of what might be termed the classical compatibilist position. On this view, articulated by empiricists from Hobbes to Schlick, analysis of the concepts of freedom and causal necessity reveals that moral responsibility is consistent with—indeed, requires—the causal determination of voluntary actions. It is not difficult to see why Hume, too, has been counted in this camp: as it appears familiarly in the Enquiry Concerning Human Understanding, "Of (...)
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  33.  11
    Russian law enforcement under president Putin.Kathleen M. Sweet - 2002 - Human Rights Review 3 (4):20-33.
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  34.  5
    International Birth Control Politics: The Evolution of a Catholic Contraceptive Debate in Latin America.Kathleen A. Tobin - 2002 - Journal for the Study of Religions and Ideologies 1 (2):66-80.
    Official Catholic opposition to contraception has long been portrayed as a stand that is based in antiquated doctrine and “out of touch” with society and its problems. In fact, Catholic arguments often have been less devoted to doctrine and more reflective of concerns for social justice and human rights. This was certainly the case in Latin America, as international birth control programs evolved in the mid to late 20th century. Programs were targeted at developing nations like those in Latin America (...)
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  35.  11
    Whose Civil Society?: The Politicization of Religion in Transitional Cuba.Kathleen A. Tobin - 2004 - Journal for the Study of Religions and Ideologies 3 (8):76-89.
    For decades, the United States has supported the development of civil society in various places around the world. Promoted as integral to democracy, civil society projects have come to include religion and religious freedom as significant components. U.S. experts point to tolerance of all faiths and the presence of voluntary religious association as essential checks to state power and necessary to a free society. Because of its unique relationship with Cuba, the United States support of civil society there has addressed (...)
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  36.  10
    Introduction: Conscious Death.Kathleen Young - 2000 - Anthropology of Consciousness 11 (1-2):1-2.
  37.  25
    Evidence on Whether Banks Consider Carbon Risk in Their Lending Decisions.Kathleen Herbohn, Ru Gao & Peter Clarkson - 2019 - Journal of Business Ethics 158 (1):155-175.
    Banks face a dilemma in choosing between maximising profits and facilitating the sustainable use of resources within a carbon-constrained future. This study provides empirical evidence on this dilemma, investigating whether a bank loan announcement for a firm with high carbon risk conveys information to investors about the firm’s carbon risk exposure collected through a bank’s pre-loan screening and ongoing monitoring. We use a sample of 120 bank loan announcements for ASX-listed firms over the period 2009–2015. We measure high carbon risk (...)
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  38.  44
    Nietzsche: Life as Literature.Kathleen Marie Higgins - 1985 - Journal of Aesthetics and Art Criticism 45 (2):199-200.
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  39. Responsibility and Distributive Justice: An Introduction.Carl Knight & Zofia Stemplowska Carl - 2011 - In Carl Knight & Zofia Stemplowska (eds.), Responsibility and distributive justice. New York: Oxford University Press.
    This introductory chapter provides an overview of the recent debate about responsibility and distributive justice. It traces the recent philosophical focus on distributive justice to John Rawls and examines two arguments in his work which might be taken to contain the seeds of the focus on responsibility in later theories of distributive justice. It examines Ronald Dworkin's ‘equality of resources’, the ‘luck egalitarianism’ of Richard Arneson and G. A. Cohen, as well as the criticisms of their work put forward by (...)
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  40.  96
    Inequality, Avoidability, and Healthcare.Carl Knight - 2011 - Iyyun 60:72-88.
    This review article of Shlomi Segall's Health, Luck, and Justice (Princeton University Press, 2010) addresses three issues: first, Segall’s claim that luck egalitarianism, properly construed, does not object to brute luck equality; second, Segall’s claim that brute luck is properly construed as the outcome of actions that it would have been unreasonable to expect the agent to avoid; and third, Segall’s account of healthcare and criticism of rival views. On the first two issues, a more conventional form of luck egalitarianism (...)
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  41. Responsibility, Desert, and Justice.Carl Knight - 2011 - In Carl Knight & Zofia Stemplowska (eds.), Responsibility and distributive justice. New York: Oxford University Press.
    This chapter identifies three contrasts between responsibility-sensitive justice and desert-sensitive justice. First, while responsibility may be appraised on prudential or moral grounds, it is argued that desert is necessarily moral. As moral appraisal is much more plausible, responsibility-sensitive justice is only attractive in one of its two formulations. Second, strict responsibility sensitivity does not compensate for all forms of bad brute luck, and forms of responsibility-sensitive justice like luck egalitarianism that provide such compensation do so by appealing to independent moral (...)
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  42. Revolutionary Aristotelianism.Kelvin Knight - 2011 - In Paul Blackledge & Kelvin Knight (eds.), Virtue and politics: Alasdair MacIntyre's revolutionary Aristotelianism. Notre Dame, Ind.: University of Notre Dame Press.
     
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  43.  2
    The long past and the short history.Kathleen V. Wilkes - 1991 - In R. Bogdan (ed.), Mind and Common Sense: Philosophical Essays on Common Sense Psychology. Cambridge University Press.
  44. Losing consciousness.Kathleen V. Wilkes - 1995 - In Thomas Metzinger (ed.), Conscious Experience. Paderborn: Ferdinand Schoningh.
     
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  45.  8
    The systematic elusiveness of I.Kathleen Wilkes - 2000 - The Philosophers' Magazine 12:46-47.
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  46.  16
    Women in Philosophy.Kathleen V. Wilkes - 1979 - Philosophy 54 (208):236-238.
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  47.  3
    On Nietzsche, the genealogy of morals.Kathleen J. Wininger - 1996 - Journal of Value Inquiry 30 (3):453-470.
  48.  12
    The Look and the Gaze: Narcissism, Aggression, and Aging.Kathleen Woodward - 1989 - Substance 18 (1):74.
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  49. Cheating in the Community College: Generational Differences among Students and Implications for Faculty.Kathleen E. Wotring - 2007 - Inquiry (ERIC) 12 (1):5-13.
  50.  14
    Bruya, Brian, ed., The Philosophical Challenge from China: Cambridge, MA and London: MIT Press, 2015, xxxi + 393 pages.Kathleen Wright - 2020 - Dao: A Journal of Comparative Philosophy 19 (4):657-661.
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