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  1. Science and Modern Thought in Nursing: Pragmatism & Praxis for Evidence‐Based Practice.Sally Thorne - 2014 - Nursing Philosophy 15 (3):225-227.
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  • Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.
    In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...)
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  • The Poor Lady Immured.Eugene Heath - 2019 - Metaphilosophy 50 (3):250-267.
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  • Dilthey’s Philosophy and Methodology of Hermeneutics: An Approach and Contribution to Nursing Science.Dara James & Pauline Komnenich - forthcoming - Nursing Philosophy.
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  • Benefits of Collaborative Philosophical Inquiry in Schools.Alan Tapper Stephan Millett - 2012 - Educational Philosophy and Theory 44 (5):546-567.
    In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...)
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  • Science-and-Religion/Spirituality/Theology Dialogue: What for and by Whom?K. Helmut Reich - 2008 - Zygon 43 (3):705-718.
    In recent years the science-and-religion/spirituality/theology dialogue has flourished, but the impact on the minds of the general public, on society as a whole, has been less impressive. Also, religious believers and outspoken atheists face each other without progressing toward a common understanding. The view taken here is that achieving a more marked impact of the dialogue would be beneficial for a peaceful survival of humanity. I aim to argue the why and how of that task by analyzing three possible purposes (...)
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  • Philosophy, Art or Pedagogy? How Should Children Experience Education?Christine Doddington - 2014 - Educational Philosophy and Theory 46 (11):1-12.
    There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant (...)
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  • Cultivating a Moral Sense of Nursing Through Model Emulation.Mei-che Samantha Pang & Kwok-Shing Thomas Wong - 1998 - Nursing Ethics 5 (5):424-440.
    This paper reports part of a longitudinal research project, which sought to capture students’ conceptualization of caring practice as they progressed to different levels of study in a nursing diploma programme in Hong Kong. Model emulation was found to be an effective means of focusing students’ learning processes on the moral aspects of nursing practice. The theory of model emulation from a Chinese perspective and how it is applied to create a learning context to allow students to acquire a moral (...)
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  • On a Contextual South African Philosophy Curriculum: Towards an Option for the Excluded.M. John Lamola - 2016 - South African Journal of Philosophy 35 (4):501-512.
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  • Reviews. [REVIEW]John Arnold, Ron Brown, Leslie Caul, Bernard K. Down, Phill Featherstone, P. T. Knight, M. R. Loudon, Gary McCulloch, Gill Nicholls, Simon du Plock, Paul Rolph, Margaret B. Sutherland, J. B. Thomas, Gordon M. Wilson, Patrick Wood & Xiao Ling Hu - 1995 - British Journal of Educational Studies 43 (3):333-360.