23 found
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  1.  69
    The Philosophy of Education in a New Key.C. D. Hardie - 1960 - Educational Theory 10 (4):255-261.
  2.  19
    Inductive Learning.C. D. Hardie - 1975 - Educational Theory 25 (1):40-44.
  3. Logical Positivism and Scientific Theory.C. D. Hardie - 1938 - Mind 47 (186):214-225.
  4.  14
    Does Education Stand on its Foundations?C. D. Hardie - 1969 - Educational Philosophy and Theory 1 (1):3-7.
  5. Reply to George L. Newsome, Jr.C. D. Hardie - 1963 - Studies in Philosophy and Education 3 (1):96.
     
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  6. The Formal Mode of Speech.C. D. Hardie - 1936 - Analysis 4 (2/3):46 - 48.
  7.  30
    Some Concepts in Education in the Light of Recent Philosophy.C. D. Hardie - 1962 - Studies in Philosophy and Education 2 (3):208-241.
  8.  42
    Education According to Nature.C. D. Hardie - 1966 - Educational Theory 16 (2):176-178.
  9.  42
    The History of the Emotive Theory of Ethics.C. D. Hardie - 1966 - Mind 75 (300):592.
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  10.  41
    The Philosophy of Educational Research.C. D. Hardie - 1971 - Educational Philosophy and Theory 3 (1):1–10.
  11.  26
    Education and the Concept of the Human.C. D. Hardie - 1964 - Studies in Philosophy and Education 3 (2):214-218.
  12.  27
    The Relations Between Science and Philosophy.C. D. Hardie - 1944 - Philosophy 19 (73):108 - 116.
    This paper has been written in the light of recent discussions on the relevance of the New Physics to Philosophy, and with particular reference to a symposium held at the Royal Institution on May 19, 1943. It seemed to me that, at the symposium, there was some misunderstanding both on the part of the scientists and on the part of the philosophers, mainly due to the fact that neither quite realized what the opposite side considered to be the function of (...)
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  13.  11
    III.—The Necessity Ofa prioriPropositions.C. D. Hardie - 1938 - Proceedings of the Aristotelian Society 38 (1):47-60.
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  14.  59
    Our Knowledge of Other Minds.C. D. Hardie - 1939 - Philosophy of Science 6 (3):309-317.
    I give some reason for accepting a form of the view that there is some logical, And not just contingent, Connection between publicly observable behavior and a person's psychological states. If my contentions are sound, They open the way to the enterprise of delineating a stratification of psychological state concepts. This involves determining which mental concepts are logically connected to observable behavior and how the other categories of mental states are specified on the basis of these.
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  15.  14
    Religion and Education.C. D. Hardie - 1968 - Educational Theory 18 (3):199-223.
  16.  14
    The Idea of Value and the Theory of Education.C. D. Hardie - 1957 - Educational Theory 7 (3):196-199.
  17.  9
    The Necessity of "A Priori" Propositions.C. D. Hardie - 1938 - Proceedings of the Aristotelian Society 38:47 - 60.
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  18.  12
    The Growth of Irrationalism and Educational Values.C. D. Hardie - 1973 - Educational Theory 23 (2):111-118.
  19.  6
    The Necessity of a Priori Propositions.C. D. Hardie - 1940 - Journal of Symbolic Logic 5 (2):74-75.
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  20.  25
    Measurement in Education.C. D. Hardie - 1978 - Educational Theory 28 (1):54-61.
  21.  5
    Language, Pragmatism and Dewey.C. D. Hardie - 1964 - Educational Theory 14 (4):305-307.
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  22.  2
    The Philosophy of Educational Research.C. D. Hardie - 1971 - Educational Philosophy and Theory 3 (1):1-10.
  23.  2
    Professor Whittaker and the History of Physics.C. D. Hardie - 1943 - Isis 34 (4):344-346.