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Barbara J. Thayer-Bacon [39]Barbara Jean Thayer-Bacon [1]
  1.  19
    Caring and its Relationship to Critical Thinking.Barbara J. Thayer-Bacon - 1993 - Educational Theory 43 (3):323-340.
  2. Philosophy Applied to Education Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon & Charles S. Bacon - 1997 -
     
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  3.  10
    Radical Democratic Communities Always-in-the-Making.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):5-25.
    This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of (...)
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  4.  20
    Leaders in Philosophy of Education: Intellectual Self Portraits (Review).Barbara J. Thayer-Bacon - 2008 - Education and Culture 24 (2):pp. 63-69.
  5.  14
    The Nurturing of a Relational Epistemology.Barbara J. Thayer-Bacon - 1997 - Educational Theory 47 (2):239-260.
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  6.  33
    Closing the Split Between Practical and Theoretical Reasoning: Knowers and the Known.Barbara J. Thayer-Bacon - 1999 - Educational Philosophy and Theory 31 (3):341–358.
  7.  9
    Introduction.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):1-4.
  8.  37
    Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon - 2011 - Studies in Philosophy and Education 30 (5):491-497.
    Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
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  9.  14
    Democratic Classroom Communities.Barbara J. Thayer-Bacon - 1996 - Studies in Philosophy and Education 15 (4):333-351.
  10.  24
    Review of Jane Roland Martin's, Education Reconfigured: Culture, Encounter, and Change. [REVIEW]Barbara J. Thayer-Bacon - 2013 - Studies in Philosophy and Education 32 (1):101-107.
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  11. Book Review Section 1. [REVIEW]Maureen Mccormack, John F. Gallagher, Frances O'neill, Barbara J. Thayer-Bacon, Gunilla Holm, Joseph L. Devitis, Barbara K. Townsend, Donald Vandenberg & Phillip B. Palmer - 1996 - Educational Studies 27 (4):344-387.
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  12.  7
    A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2015 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
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  13.  10
    Learning to Trust Our Students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...)
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  14.  18
    Caring Reasoning.Barbara J. Thayer-Bacon - 2000 - Inquiry 19 (4):22-34.
  15.  9
    Setting the Stage.Barbara J. Thayer-Bacon - forthcoming - Journal of Thought.
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  16.  17
    Transforming and Redescribing Critical Thinking.Barbara J. Thayer-Bacon - 2000 - Inquiry 19 (4):4-6.
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  17.  26
    Beyond Liberal Democracy: Dewey's Renascent Liberalism.Barbara J. Thayer-Bacon - 2006 - Education and Culture 22 (2):19-30.
    : My project aims to develop a relational, pluralistic political theory that moves us beyond liberal democracy, and to consider how such a theory translates into our public school settings. In this essay I argue that Dewey offers us possibilities for moving beyond one key assumption of classical liberalism, individualism, with his theory of social transaction. I focus my discussion for this paper on Dewey's renascent liberal democracy. I move from a discussion of Dewey's liberal democratic theory to what a (...)
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  18.  16
    More or Less on Metaphor: A Response Dr. M. Yob.Barbara J. Thayer-Bacon - 2003 - Studies in Philosophy and Education 22 (2):139-143.
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  19.  13
    Homogeneity and Diversity: Comparing Japanese and American Perspectives on Harmony and Disagreement.Barbara J. Thayer-Bacon - 2010 - Ethics and Education 4 (2):153-162.
    My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a tension between homogeneity and diversity, play in encouraging citizens (...)
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  20.  9
    Egocentrism in Critical Thinking Theory.Barbara J. Thayer-Bacon - 1991 - Inquiry 7 (4):30-33.
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  21.  7
    What Feminist Inquiry Contributes to Philosophy and the Philosophy of Education: A Symposium.Barbara J. Thayer-Bacon & Gayle M. Turner - 2007 - Educational Theory 57 (3):297-306.
  22.  3
    Book Review Section 1. [REVIEW]Sue Ellen Henry, Barbara J. Thayer-Bacon, Malcolm B. Campbell, Donald Vandenberg, William H. Fisher, J. Charles Park, James van Patten, Douglas W. Doyle, Rita S. Saslaw & Constance Marie Willett - 1998 - Educational Studies 29 (1):15-61.
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  23.  7
    Generous Reading: Author Response to McKenzie.Barbara J. Thayer-Bacon - 2003 - Educational Philosophy and Theory 35 (4):467–470.
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  24.  2
    Semiotics Education Experience – Edited by I. Semetsky.Barbara J. Thayer-Bacon - 2012 - Educational Philosophy and Theory 44 (8):904-906.
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  25. 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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  26. Book Review Section 1. [REVIEW]Linda Laidlaw, Ann E. Fordon, Jacqueline Davis, Jennifer A. Vadeboncoeur, Mary Bushnell, Michael Romanowski, Charles Bingham, Barbara J. Thayer-Bacon, Krempasky Jr & William B. Stanley - 1999 - Educational Studies 30 (3-4):297-387.
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  27. A Feminine Reconceptualization of Critical Thinking Theory.Barbara J. Thayer-Bacon - 1992 - Journal of Thought 27:3-4.
  28. Book Review Of: Leaders in Philosophy of Education: Intellectual Self Portraits. [REVIEW]Barbara J. Thayer-Bacon - 2009 - Education and Culture 24 (2):8.
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  29. Book Review of Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. [REVIEW]Barbara J. Thayer-Bacon - 2004 - Educational Studies 36 (3).
  30. Caring Reasoning.Barbara J. Thayer-Bacon - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (4):22-34.
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  31.  2
    Democracies Always in the Making: Historical and Current Philosophical Issues for Education.Barbara J. Thayer-Bacon - 2013 - R&L Education.
    Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
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  32. Education Feminism: Classic and Contemporary Readings.Barbara J. Thayer-Bacon - 2013 - SUNY Press.
  33. Egocentrism in Critical Thinking Theory.Barbara J. Thayer-Bacon - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):30-33.
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  34. Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education.Barbara J. Thayer-Bacon - forthcoming - Studies in Philosophy and Education:1-16.
    In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and (...)
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  35. Leaving Safe Harbors: Toward a New Progressivism in American Education and Public Life. Dennis Carlson. New York and London: RoutledgeFalmer, 2002. Pp. X, 200. $ 125.00. [REVIEW]Barbara J. Thayer-Bacon - 2007 - Educational Studies 41 (2):169-174.
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  36. Perspectives on Philosophy of Education Starting at Home: Caring and Social Policy. Nel Noddings.Barbara J. Thayer-Bacon - forthcoming - Educational Studies.
     
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  37. Transforming and Redescribing Critical Thinking.Barbara J. Thayer-Bacon - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (4):4-6.
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