Results for 'Andrew Gibbon-Fitz'

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  1. Positive Peace: Reflections on Peace Education, Nonviolence, and Social Change.Andrew Fitz-Gibbon (ed.) - 2010 - Brill | Rodopi.
    _Positive Peace _is a scholarly and creative compilation of articles on peace education, nonviolence and social change. Arun Gandhi sets the scene in his introduction with the challenge that positive peace is both a resisting of the physical violence of war and the passive violence of the psychological structures that lead to conflict. Peace education rises to meet that challenge. In twelve chapters, philosophers and educators look at a variety of topics from Gandhian nonviolence, to pragmatic conflict solving; hope and (...)
     
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  2. Pragmatic Nonviolence: Working Toward a Better World.Andrew Fitz-Gibbon - 2021 - Brill | Rodopi.
    Drawing on the philosophy of nonviolence, the American pragmatist tradition, and recent empirical research, _Pragmatic Nonviolence_ demonstrates that, rather than being merely theoretical, nonviolence is a truly practical approach toward personal and community well-being.
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  3.  3
    Andrew Fitz-Gibbon, Love as a Guide to Morals. Vacek - 2013 - Journal for Peace and Justice Studies 23 (1):89-92.
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  4.  17
    Somaesthetics: Body Consciousness and Nonviolence.Andrew Fitz-Gibbon - 2012 - Social Philosophy Today 28:85-99.
    In this paper I suggest that an ambivalence toward—sometimes hatred of—bodies has contributed to violence against bodies. I take my cue from the work of Richard Shusterman who coined the word “somaesthetics” and who has called for a new philosophical discipline of the same name. Shusterman’s work provides the beginning of a new matrix for a positive body consciousness. I also glance briefly at the work of Mark Johnson and other pragmatists who have urged a new conceptualization of bodies and (...)
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  5.  19
    Adam Hochschild, To End All Wars: A Story of Loyalty and Rebellion, 1914-1918.Andrew Fitz-Gibbon - 2012 - Journal for Peace and Justice Studies 22 (1):144-147.
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  6.  3
    Criminalized Power Structures: The Overlooked Enemies of Peace.Andrew Fitz-Gibbon - 2018 - Journal for Peace and Justice Studies 28 (2):157-160.
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  7.  46
    Is Love Non-Violent?Andrew Fitz-Gibbon - 2007 - The Acorn 13 (2):37-42.
  8. Love as a Guide to Morals.Andrew Fitz-Gibbon - 2012 - Brill | Rodopi.
    _Love as a Guide to Morals_ is an entry-level introduction to the ethical importance of love. Written in conversational format this book looks uniquely at the complexity of love in human relationships and how love can guide ethical decision-making. The book suggests that love in all its intricacy—erotic/erosic love, friendship, affection, and agapic love—is the great good of human life. The book argues that love has a unifying power for morality, and is more suited to ethical thinking and practice than (...)
     
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  9.  34
    Rehabilitating Nonresistance.Andrew Fitz-Gibbon - 2010 - The Acorn 14 (1):27-32.
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  10.  10
    Review of "Love and Forgiveness for a More Just World". [REVIEW]Andrew Fitz-Gibbon - 2016 - Essays in Philosophy 17 (2):191-201.
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  11.  9
    Somaesthetics: Possibilities for Philosophical Practice.Andrew Fitz-Gibbon - 2013 - Philosophical Practice: Journal of the American Philosophical Practitioners Association (American Philosophical Practitioners Association) 8 (2).
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  12.  13
    The New Atheists.Andrew Fitz-Gibbon - 2009 - Journal for Peace and Justice Studies 19 (1):89-92.
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  13.  18
    The Praxis of Nonviolence and the Care of Children Who Have Been Victims of Violence.Andrew Fitz-Gibbon - 2009 - Journal for Peace and Justice Studies 19 (2):46-57.
    This paper is a reflection on a personal journey toward nonviolence, and looks particularly at the nonviolent care of children who have been victims of emotional, sexual and physical violence. It analyzes the philosophical threads of praxis, nonviolence and how moral sense is shaped through a triad of affective, reflective and elective experience. It concludes with a MacIntyrean perspective relating to the conjoining of theory and practice in the formation of a robust nonviolent praxis.
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  14.  37
    The Prudence of Love.Andrew Fitz-Gibbon - 2012 - Teaching Philosophy 35 (1):92-95.
  15.  30
    Love as a Guide to Morals, by Andrew Fitz-Gibbon.Michael Stingl - 2013 - Teaching Philosophy 36 (3):313-316.
  16.  19
    The Platonic Idea.Fitz Gibbon - 1927 - Modern Schoolman 3 (7):99-100.
    A deep analysis and study of the much discussed "Idea" of Plato has yielded this scholarly paper. We welcome further discussion of this problem. The Editor.
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  17.  17
    The Skepticism of Darwin.Fitz Gibbon - 1925 - Modern Schoolman 1 (4):5-6.
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  18.  10
    That Word Evolution.Fitz Gibbon - 1926 - Modern Schoolman 3 (2):19-20.
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  19.  11
    Vita Improprie Dicta.Fitz Gibbon - 1925 - Modern Schoolman 2 (3):31-33.
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  20.  33
    Domestic Violence and the Gendered Law of Self-Defence in France: The Case of Jacqueline Sauvage.Kate Fitz-Gibbon & Marion Vannier - 2017 - Feminist Legal Studies 25 (3):313-335.
    Legal responses to battered women who kill have long animated scholarly debate and law reform activity. In September 2012 after 47 years of alleged abuse, Frenchwoman Jacqueline Sauvage fatally shot her abusive husband three times in the back. The subsequent contested trial, conviction for murder, unsuccessful appeal and later presidential pardon of Sauvage thrust the French law of self-defence into the spotlight. The Sauvage case raises important questions surrounding the adequacy of the French criminal law in this area, the ongoing (...)
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  21. Gibbons on Epistemic Internalism.Andrew Moon - 2010 - Mind 119 (473):143-151.
    John Gibbons (2006) has argued against epistemic internalism on the basis of thought experiments. I argue that Gibbons’s thought experiments fail to support his argument.
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  22.  10
    Feminist Challenges to the Constraints of Law: Donning Uncomfortable Robes?Kate Fitz-Gibbon & JaneMaree Maher - 2015 - Feminist Legal Studies 23 (3):253-271.
    Legal judgment writing mobilises a process of story-telling, drawing on existing judicial discourses, precedents and practices to create a narrative relevant to the specific case that is articulated by the presiding judge. In the Feminist Judgments projects feminist scholars and activists have sought to challenge and reinterpret legal judgments that have disadvantaged, discriminated against or denied women’s experiences. This paper reflects on the process of writing as a feminist judge in the Australian Project, in an intimate homicide case, R v (...)
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  23.  20
    Like a Stone: A Happy Death and the Search for Knowledge.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1092-1103.
    This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world (...)
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  24.  10
    Beyond Education: Meursault and Being Ordinary.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1104-1115.
    The infamous story of a young office clerk called Meursault has long entertained literary critics, scholars, musicians, artists and school teachers for the light and shadow that it reveals around and on the human condition. His character has been lauded as existential hero and rebuked as lacking agency. In this article, his story, in Camus’ The outsider, is explored as an educational challenge to a society to reflect on the territory it occupies, and the ways in which the sociopolitical machinery (...)
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  25.  11
    The Teaching of Tragedy: Narrative and Education.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1150-1161.
    The plague narrates the stories of a group of men whose lives interconnect around the experience of exile during the event of a plague. This article selects and summarizes themes from each of their stories. The purpose of these selections is to present an interpretation of Camus’ narratives that can be juxtaposed to an analysis, overleaf, of the educational nature of narratives, and in particular of the event of the tragedy. This article then maps out the narrative of the town (...)
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  26.  9
    Tragedy and Teaching: The Education of Narrative.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1162-1174.
    This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration and considering (...)
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  27.  29
    Introduction: Camus and Education.Peter Roberts, Andrew Gibbons & Richard Heraud - 2013 - Educational Philosophy and Theory 45 (11):1085-1091.
  28.  9
    The Fading Affect Bias Shows Healthy Coping at the General Level, but Not the Specific Level for Religious Variables Across Religious and Non-Religious Events.Jeffrey A. Gibbons, Jennifer K. Hartzler, Andrew W. Hartzler, Sherman A. Lee & W. Richard Walker - 2015 - Consciousness and Cognition 36:265-276.
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  29.  28
    Philosophers as Children: Playing with Style in the Philosophy of Education.Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...)
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  30.  30
    The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis?Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (3):300–311.
    This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...)
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  31.  98
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  32.  4
    Philosophy of Education in a New Key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - forthcoming - Educational Philosophy and Theory:1-22.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  33.  41
    Child‐Rearing Practices and Expert Identities: A Tale of Two Interventions.Andrew Gibbons - 2008 - Educational Philosophy and Theory 40 (6):747-757.
    Paul Smeyers’ keynote address to the PESA 2007 Conference, ‘The Entrepreneurial Self and Informal Education: On government intervention and the discourse of experts’ provides a timely call for questioning the governing of the family. This paper draws upon Smeyers’ key concerns to explore both historical and contemporary trends in clustering government agencies, under the guidance of child development experts. The guidance of two expert groups is problematised, with particular attention to an absence of commitment to Māori perspectives of education and (...)
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  34.  63
    Nietzsche, Ethics and Education: An Account of Difference – By P. Fitzsimons.Andrew Gibbons - 2010 - Educational Philosophy and Theory 42 (1):142-145.
  35.  12
    The Relevance of Northern Ireland. [REVIEW]Sanjay Lal - 2017 - The Acorn 17 (1):79-81.
    To Andrew Fitz-Gibbon the history of Northern Ireland provides much useful insight by which progress can be made in the on-going (and seemingly never ending) vicious conflicts between Israelis and Palestinians that our world has not been able to break free of. In the first three chapters of “Talking to Terrorists” the Northern Ireland conflicts are placed within a very accessible and surprisingly thorough (given the book’s brevity) context. In his final chapter “Toward a Peaceful Future” (...)-Gibbon identifies and elaborates upon seven specific areas “where the Northern Ireland Peace Process might inform the situation between Israel and Gaza.". (shrink)
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  36.  8
    Anti-Intellectualism and the Study of Teaching: Camus and the Problem of Intellectual Polemics.Andrew Gibbons - 2018 - Educational Philosophy and Theory 51 (4):366-368.
  37.  7
    A Critical Philosophy of Sport: Some Applications.Andrew Gibbons - 2019 - Educational Philosophy and Theory 52 (8):811-815.
    Volume 52, Issue 8, July 2020, Page 811-815.
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  38.  2
    Infantasies: An EPAT Collective Project.Andrew Gibbons, Michael A. Peters, Andrea Delaune, Petar Jandrić, Amy N. Sojot, David W. Kupferman, Marek Tesar, Viktor Johansson, Marta Cabral, Nesta Devine & Nina Hood - forthcoming - Educational Philosophy and Theory:1-14.
  39.  4
    Infantologies II: Songs of the Cradle.Andrew Gibbons, Michael A. Peters, Georgina Tuari Stewart, Marek Tesar, Neil Boland, Viktor Johansson, Nicky de Lautour, Nesta Devine, Nina Hood & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-16.
  40.  66
    In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (5):502-508.
    Recent government attention to the coherence between early childhood and compulsory school curricula in Aotearoa/new Zealand has led to debates regarding the educational aims of different education sectors Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings’s Happiness and Education and the problem of an increased ‘measuring’ of early childhood education aims and outcomes. It is argued that removal of seams between early childhood and primary education may lead to unhappiness in (...)
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  41.  6
    Stewart, Georgina Marjorie, Good Science? The Growing Gap Between Power and Education.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (3):348-351.
  42.  4
    Creating Our (Educational) Futures.Nesta Devine & Andrew Gibbons - 2015 - Educational Philosophy and Theory 47 (9):856-862.
  43.  1
    Infantologies. An EPAT Collective Writing Project.Michael A. Peters, E. Jayne White, Marek Tesar, Andrew Gibbons, Sonja Arndt, Niina Rutanen, Sheila Degotardi, Andi Salamon, Kim Browne, Bridgette Redder, Jennifer Charteris, Kiri Gould, Alison Warren, Andrea Delaune, Olivera Kamenarac, Nina Hood & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-19.
    Infantologies is a collective writing project designed to express and summarise important ideas, approaches and forms of advocacy in a short and condensed method, in order to present a network of d...
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  44.  14
    Design in Educational Technology.Brad Hokanson & Andrew Gibbons - unknown - Emergence: Complexity and Organization 209 (218):265-267.
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  45.  6
    Collective Writing: Introspective Reflections on Current Experience.Sonja Arndt, Rachel Buchanan, Andrew Gibbons, Ruyu Hung, Andrew Madjar, Rene Novak, Janet Orchard, Michael A. Peters, Sean Sturm, Marek Tesar & Nina Hood - forthcoming - Educational Philosophy and Theory:1-11.
    Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical dou...
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  46. Missing the Obvious: Reply to Moon.J. Gibbons - 2010 - Mind 119 (473):153-158.
    In Gibbons 2006, I presented a counterexample to epistemic internalism, the view that justification supervenes on the internal. Andrew Moon has replied to this paper, asking what generates the intuition behind the counterexample. In this note, I try to answer that question.
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  47.  27
    Welcoming Strangers: Nonviolent Re-Parenting Children in Foster Care, by Andy and Jane Fitz-Gibbon.Barry L. Gan - 2015 - The Acorn 15 (2):28-29.
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  48.  1
    Video Ethics in Educational Research Involving Children: Literature Review and Critical Discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period of a few (...)
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  49. Video Ethics in Educational Research Involving Children: Literature Review and Critical Discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - forthcoming - Tandf: Educational Philosophy and Theory:1-18.
  50. Encyclopaedia of Educational Philosophy and Theory.Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) - 2016 - Singapore: Springer.
    Living Reference Work. Continuously updated edition.
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