Results for 'Christopher Tuthill'

988 found
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  1.  15
    A Wearable Mixed Reality Platform to Augment Overground Walking: A Feasibility Study.Emily Evans, Megan Dass, William M. Muter, Christopher Tuthill, Andrew Q. Tan & Randy D. Trumbower - 2022 - Frontiers in Human Neuroscience 16.
    Humans routinely modify their walking speed to adapt to functional goals and physical demands. However, damage to the central nervous system often results in abnormal modulation of walking speed and increased risk of falls. There is considerable interest in treatment modalities that can provide safe and salient training opportunities, feedback about walking performance, and that may augment less reliable sensory feedback within the CNS after injury or disease. Fully immersive virtual reality technologies show benefits in boosting training-related gains in walking (...)
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  2.  38
    Difficult atheism: post-theological thinking in Alain Badiou, Jean-Luc Nancy and Quentin Meillassoux.Christopher Watkin - 2011 - Edinburgh: Edinburgh University Press.
    Difficult Atheism shows how contemporary French philosophy is rethinking the legacy of the death of God in ways that take the debate beyond the narrow confines of atheism into the much broader domain of post-theological thinking. Christopher Watkin argues that Alain Badiou, Jean-Luc Nancy and Quentin Meillassoux each elaborate a distinctive approach to the post-theological, but that each approach still struggles to do justice to the death of God.
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  3.  10
    Anthropologie: Geschichte, Kultur, Philosophie.Christoph Wulf - 2004 - Reinbek: Rowohlt Taschenbuch Verlag.
  4.  11
    Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World.Christoph Wulf - 2024 - Educational Theory 74 (2):245-254.
    In this article Cristoph Wulf examines the basic concepts of pedagogy and educational science in the German-speaking world, looking at education and socialization from the perspective of educational anthropology. He makes evident that the complex German concept of Bildung, in particular, can only be fully understood by means of a historical and philosophical analysis.
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  5. Ambassadors of the game: do famous athletes have special obligations to act virtuously?Christopher C. Yorke & Alfred Archer - 2020 - Journal of the Philosophy of Sport 47 (2):301-317.
    Do famous athletes have special obligations to act virtuously? A number of philosophers have investigated this question by examining whether famous athletes are subject to special role model obligations (Wellman 2003; Feezel 2005; Spurgin 2012). In this paper we will take a different approach and give a positive response to this question by arguing for the position that sport and gaming celebrities are ‘ambassadors of the game’: moral agents whose vocations as rule-followers have unique implications for their non-lusory lives. According (...)
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  6. Classifying theories of welfare.Christopher Woodard - 2013 - Philosophical Studies 165 (3):787-803.
    This paper argues that we should replace the common classification of theories of welfare into the categories of hedonism, desire theories, and objective list theories. The tripartite classification is objectionable because it is unduly narrow and it is confusing: it excludes theories of welfare that are worthy of discussion, and it obscures important distinctions. In its place, the paper proposes two independent classifications corresponding to a distinction emphasised by Roger Crisp: a four-category classification of enumerative theories (about which items constitute (...)
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  7. Perspective and Logical Pluralism in Hegel.Christopher Yeomans - 2019 - Hegel Bulletin 40 (1):29-50.
    In this paper, I consider the role of perspective in Hegel’s metaphysics, and in particular the role that multiple perspectives play within the ultimate structure in Hegel’s metaphysics, which Hegel calls ‘the idea [die Idee].’ My (somewhat anachronistic) way into this topic will be to inquire about Hegel’s stance on what Adrian Moore has called ‘absolute representations.’ I argue for the claim that perspective is maintained, even in the absolute idea, which generates the task of understanding the nature of that (...)
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  8.  4
    Authentizität: eine phänomenologische Annäherung an eine praktisch-theologische Herausforderung.Christoph Wiesinger - 2019 - Tübingen: Mohr Siebeck.
    Authentizitat ist ein in unserem kulturellen Raum allgegenwartiges Phanomen. Doch wem oder was begegnen wir, wenn wir meinen, uns selbst verwirklichen oder alternativ einfach uns selbst treu sein zu mussen? Christoph Wiesinger zeigt, dass wir auf ein Selbst geworfen werden, das zwar als homogener Nukleus der Person projiziert werden kann, sich aber bei genauerem Hinsehen als komplexe sozial verinnerlichte Struktur entpuppt. Das Selbst ist keineswegs objektiv zu fassen, sondern unterliegt sozialen Genesen und wird durch soziale Adressierung unterschiedlich formiert. Das Ereignis (...)
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  9. Trivial music (trivialmusik) : "Preface" and "trivial music and aesthetic judgment".Christopher Washburne & Maiken Derno - 2004 - In Christopher Washburne & Maiken Derno (eds.), Bad music: the music we love to hate. New York: Routledge.
     
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  10. Refugees and the Right to Control Immigration.Christopher Heath Wellman - 2021 - In Russ Shafer Landau (ed.), The Ethical Life: Fundamental Readings in Ethics and Moral Problems. New York: Oxford University Press. pp. 286-300.
  11.  7
    Abmessung eines Kampfgebiets. Bemerkungen zu Literatur und Terrorismus am Beispiel von Nicolas Borns Die Fälschung.Christoph Zeller - 2004 - In Steffen Greschonig & Christine S. Sing (eds.), Ideologien zwischen Lüge und Wahrheitsanspruch. Wiesbaden: Deutscher Universitäts-Verlag. pp. 271--288.
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  12. Hybrid Theories.Christopher Woodard - 2015 - In Guy Fletcher (ed.), The Routledge Handbook of Philosophy of Well-Being. Routledge. pp. 161-174.
    This chapter surveys hybrid theories of well-being. It also discusses some criticisms, and suggests some new directions that philosophical discussion of hybrid theories might take.
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  13. Three conceptions of group-based reasons.Christopher Woodard - 2017 - Journal of Social Ontology 3 (1):102-127.
    Group-based reasons are reasons to play one’s part in some pattern of action that the members of some group could perform, because of the good features of the pattern. This paper discusses three broad conceptions of such reasons. According to the agency-first conception, there are no group-based reasons in cases where the relevant group is not or would not be itself an agent. According to the behaviour-first conception, what matters is that the other members of the group would play their (...)
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  14. Hegel.Christopher Yeomans - 2017 - In Kevin Timpe, Meghan Griffith & Neil Levy (eds.), Routledge Companion to Free Will. New York: Routledge. pp. 356-363.
  15. Identity or Status? Struggles over ‘Recognition’ in Fraser, Honneth, and Taylor.Christopher F. Zurn - 2003 - Constellations 10 (4):519-537.
  16.  7
    Introducing continental philosophy.Christopher Want - 2013 - London: Icon Books. Edited by Piero.
    What makes philosophy on the continent of Europe so different and exciting? And why does it have such a reputation for being 'difficult'? Continental philosophy was initiated amid the revolutionary ferment of the 18th century, philosophers such as Kant and Hegel confronting the extremism of the time with theories that challenged the very formation of individual and social consciousness. Covering the great philosophers of the modern and postmodern eras – from Nietzsche, Heidegger, Derrida and Deleuze right to up Agamben and (...)
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  17. Recognition, redistribution, and democracy: Dilemmas of Honneth's critical social theory.Christopher F. Zurn - 2005 - European Journal of Philosophy 13 (1):89–126.
    What does social justice require in contemporary societies? What are the requirements of social democracy? Who and where are the individuals and groups that can carry forward agendas for progressive social transformation? What are we to make of the so-called new social movements of the last thirty years? Is identity politics compatible with egalitarianism? Can cultural misrecognition and economic maldistribution be fought simultaneously? What of the heritage of Western Marxism is alive and dead? And how is current critical social theory (...)
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  18.  3
    Der Code der Welt: das Prinzip der Ähnlichkeit in seiner Bedeutung und Funktion für die Paracelsische Naturphilosophie und Erkenntnislehre.Christoph Wegener - 1988 - New York: P. Lang.
    Die Kernthese der Paracelsischen Naturphilosophie, die Ahnlichkeit von Mensch und Welt, festgelegt in der Analogie von Mikro- und Makrokosmos, enthullt einen -Code-, der als konstitutives Moment samtliche Aussagen auf einer prakonzeptionellen Ebene organisiert, samtliche Teilbereiche in ihrer funktionalen Bedeutung fur das -Ganze- markiert und schliesslich im Sinne Foucaults zu einer -diskursiven Formation- werden lasst. Die auf diese Weise vorgefuhrte Erfahrungsform von Welt und Natur steht zu dem neuzeitlich-technischen Verfugungswissen in einer historischen Diskontinuitat.".
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  19.  22
    Realism and the cinema: a reader.Christopher Williams (ed.) - 1980 - London: Routledge & Kegan Paul in association with the British Film Institute.
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  20.  52
    Hume and the Human Imagination.Christopher Yates - 2013 - Comparative and Continental Philosophy 5 (1):81-91.
    Bernard Freydberg’s recent work is a careful and compact study of David Hume’s signature texts: An Enquiry Concerning Human Understanding (1748), An Enquiry Concerning Principles of Morals (1751), and “Of the Standard of Taste” (1757). Contrary to traditional epistemological readings that comfortably situate Hume as an empiricist naturalist, Freydberg argues that he is better understood as a profound thinker of imagination and Socratic ignorance. Hume’s figurative and Platonic argumentation varies in each text, but Freydberg makes a convincing case that his (...)
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  21. The Common Structure of Kantianism and Act-Utilitarianism.Christopher Woodard - 2013 - Utilitas 25 (2):246-265.
    This article proposes a way of understanding Kantianism, act-utilitarianism and some other important ethical theories according to which they are all versions of the same kind of theory, sharing a common structure. I argue that this is a profitable way to understand the theories discussed. It is charitable to the theories concerned; it emphasizes the common ground between them; it gives us insights into the differences between them; and it provides a method for generating new ethical theories worth studying. The (...)
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  22. Rationality and the Unit of Action.Christopher Woodard - 2011 - Review of Philosophy and Psychology 2 (2):261-277.
    This paper examines the idea of an extended unit of action, which is the idea that the reasons for or against an individual action can depend on the qualities of a larger pattern of action of which it is a part. One concept of joint action is that the unit of action can be extended in this sense. But the idea of an extended unit of action is surprisingly minimal in its commitments. The paper argues for this conclusion by examining (...)
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  23. Political Progress: Piecemeal, Pragmatic, and Processual.Christopher F. Zurn - 2020 - In Julia Christ, Kristina Lepold, Daniel Loick & Titus Stahl (eds.), Debating Critical Theory: Engagements with Axel Honneth. Lanham: Rowman & Littlefield Publishers. pp. 269-286.
    Are we witnessing progress or regress in the recent increasing popularity and electoral success of populist politicians and parties in consolidated democratic nations? ... Is the innovative use of popular referendum in Great Britain to settle fundamental constitutional questions a progressive or regressive innovation? ... Similarly, is the increasing use of constituent assemblies to change constitutions across the world evidence of progress in democratic constitutionalism, or, a worryingly regressive change back toward unmediated popular majoritarianism? ... This paper reflects on some (...)
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  24. Hegel’s Pluralism as a Comedy of Action.Christopher Yeomans - 2019 - Hegel Bulletin 40 (3):357-373.
    Our reception of Hegel’s theory of action faces a fundamental difficulty: on the one hand, that theory is quite clearly embedded in a social theory of modern life, but on the other hand most of the features of the society that gave that embedding its specific content have become almost inscrutably strange to us (e.g., the estates and the monarchy). Thus we find ourselves in the awkward position of stressing the theory’s sociality even as we scramble backwards to distance ourselves (...)
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  25. Jürgen Habermas.Christopher Zurn - 2010 - In Alan Schrift (ed.), History of Continental Philosophy, Volume 6: Poststructuralism and Critical Theory: The Return of Master Thinkers. Chicago, USA: University of Chicago Press. pp. 197-226.
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  26. Constitutional Interpretation and Public Reason: Seductive Disanalogies.Christopher F. Zurn - 2020 - In Silje Langvatn, Wojciech Sadurski & Mattias Kumm (eds.), Public Reason and Courts. Cambridge University Press. pp. 323-349.
    Theorists of public reason such as John Rawls often idealize constitutional courts as exemplars of public reason. This paper raises questions about the seduction and limits of analogies between theorists’ account of public reason and actual constitutional jurisprudence. Examining the work product of the United States Supreme Court, the paper argues that while it does engage in reason-giving to support its decisions—as the public reason strategy suggests— those reasons are (largely) legalistic and specifically juristic reasons—not the theorists’ idealized moral-political reasons (...)
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  27. Pragmatism and teleology.Christopher Woodard - manuscript
    This paper connects two ideas. The first is that some common responses to ethical views are responses to their degrees of pragmatism, where a view’s degree of pragmatism is its sensitivity to ethically relevant changes in the actor’s circumstances. I claim that we feel the pull of opposing pro-pragmatic and antipragmatic intuitions in certain cases. This suggests a project, of searching for an ethical view capable of doing justice to these opposing intuitions in some way. The second central idea is (...)
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  28. "Acting on" instead of" stepping back": Hegel's conception of the relation between motivations and the free will.Christopher Yeomans - 2010 - Contrastes: Revista Internacional de Filosofía 15 (cialidad y subjetividad humanas):377-387.
    One of the most important elements of Hegel’s philosophical anthropology is his moral psychology. In particular, his understanding of the relation between motivations and reason plays a crucial intermediate role in connecting his anthropological meditations on the complete nature of the human being with his political theory of actualized freedom. Whereas recent important work on Hegel’s moral psychology has detected a Kantian distinction between natural desires and the rational perspective, the activity of practical reason actually takes place within motivations themselves (...)
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  29. Mathematische Grundlagen von Whiteheads Religionsphilosophie.Christoph Wassermann - 1990 - In Helmut Holzhey, Alois Rust & Reiner Wiehl (eds.), Natur, Subjektivität, Gott: zur Prozessphilosophie Alfred N. Whiteheads. Frankfurt am Main: Suhrkamp.
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  30.  8
    True Statesmanship as True Rhetoric in Plato’s Gorgias.Christopher Whidden - 2005 - Polis 22 (2):206-229.
    In the Gorgias, Plato explores the relationship between statesmanship and rhetoric. Socrates argues that the true statesman uses the true rhetoric in the attempt to make others better through speeches. In the conversation with Gorgias, Socrates forces him to see the potentially disastrous consequences of teaching a kind of rhetoric that is morally neutral, which suggests the need for an uncompromisingly true or just rhetoric. In the exchange with Polus, Socrates attempts the just reformation of rhetoric into true rhetoric to (...)
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  31.  4
    Introducing Kant.Christopher Want - 1997 - Lanham, Md.: Distributed to the trade in the United States by National Book Network. Edited by Andrzej Klimowski & Richard Appignanesi.
    Details the role that giants have played in the history of humankind. _...style is breezy and accessible...a pleasant browse._ --BOOKLIST.
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  32. Severed Tales; or, Stories of art and excess in Nietzsche and Géricault.Christopher Want - 1997 - In Juliet Steyn (ed.), Other than identity: the subject, politics and art. New York: Distributed exclusively in the USA by St. Martin's Press. pp. 87.
     
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  33. Being Worthy of Trust: A Response to Joseph Raz.Christopher Wolfe - 1996 - In Robert P. George (ed.), Natural law, liberalism, and morality: contemporary essays. New York: Oxford University Press.
    This chapter discusses the analysis of Joseph Raz on coercion, trust, and citizenship. The chapter starts with a number of brief comments on some of his observations regarding the doctrine of liberty and the preference for minimum government. The chapter also includes one of Raz's arguments that states that some people favour non-perfectionist forms of government out of a misunderstanding of the implications of perfectionism for liberty.
     
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  34. Being in a Position to Know is the Norm of Assertion.Christopher Willard-Kyle - 2020 - Pacific Philosophical Quarterly 101 (2):328-352.
    This paper defends a new norm of assertion: Assert that p only if you are in a position to know that p. We test the norm by judging its performance in explaining three phenomena that appear jointly inexplicable at first: Moorean paradoxes, lottery propositions, and selfless assertions. The norm succeeds by tethering unassertability to unknowability while untethering belief from assertion. The PtK‐norm foregrounds the public nature of assertion as a practice that can be other‐regarding, allowing asserters to act in the (...)
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  35.  6
    The Medical Clinic as an Experimental Practice.Jean-Christophe Weber - 2024 - In Catherine Allamel-Raffin, Jean-Luc Gangloff & Yves Gingras (eds.), Experimentation in the Sciences: Comparative and Long-Term Historical Research on Experimental Practice. Springer Nature Switzerland. pp. 121-131.
    The author argues the following hypothesis: the medical clinic is an experimental practice, in the sense given to this term by Claude Bernard, and the clinic is its specific laboratory. Its object is not the disease, but the patient. Careful examination of the clinic attests to its very close proximity to the experimental method, and the comparison also raises a number of difficulties. The main obstacle arises from the specificity of medicine, which involves treating individual human subjects whose words cannot (...)
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  36. Autonomy as an educational aim.Christopher Winch - 1999 - In Roger Marples (ed.), The aims of education. New York: Routledge. pp. 74--84.
     
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  37.  17
    In memoriam: Clarence Irving Lewis (1883--1964).William Tuthill Parry - 1970 - Notre Dame Journal of Formal Logic 11 (2):129-140.
  38.  37
    Philosophers on Art From Kant to the Postmodernists: A Critical Reader.Christopher Want (ed.) - 2010 - Columbia University Press.
    Here, for the first time, Christopher Kul-Want brings together twenty-five texts on art written by twenty philosophers. Covering the Enlightenment to postmodernism, these essays draw on Continental philosophy and aesthetics, the Marxist intellectual tradition, and psychoanalytic theory, and each is accompanied by an overview and interpretation. The volume features Martin Heidegger on Van Gogh's shoes and the meaning of the Greek temple; Georges Bataille on Salvador Dal’'s The Lugubrious Game; Theodor W. Adorno on capitalism and collage; Walter Benjamin and (...)
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  39. Surprising Suspensions: The Epistemic Value of Being Ignorant.Christopher Willard-Kyle - 2021 - Dissertation, Rutgers University - New Brunswick
    Knowledge is good, ignorance is bad. So it seems, anyway. But in this dissertation, I argue that some ignorance is epistemically valuable. Sometimes, we should suspend judgment even though by believing we would achieve knowledge. In this apology for ignorance (ignorance, that is, of a certain kind), I defend the following four theses: 1) Sometimes, we should continue inquiry in ignorance, even though we are in a position to know the answer, in order to achieve more than mere knowledge (e.g. (...)
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  40.  14
    Badiou and Nancy: political animals.Christopher Watkin - 2015 - In Nancy and the Political. Edinburgh: Edinburgh University Press. pp. 43-65.
    Both Nancy and Badiou probe the contemporary power of the political, seeking to refashion communism as, respectively, an ontology that issues an imperative, and an as yet unrealized hypothesis to be seized in the present. In both accounts of politics, the limit of the human and the animal plays a crucial yet hidden role. Badiou's articulation of the ‘human animal’ and the ‘immortal’ poses troubling problems for the relation between the limits of the human and the limits of the political. (...)
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  41.  3
    A Good Teacher?Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 187–201.
    The aim of this chapter is to try to answer the question ‘What makes a teacher a good teacher?’ or at least to frame this question so that it encourages intelligible answers. Part of the problem is that there is a lack of consensus about questions of pedagogic methods and effectiveness, and this is an inevitable consequence of the contests that pervade different and competing conceptions of education. This chapter helps to frame a discussion of this issue.
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  42.  5
    Dimensions of Expertise and Their Relevance to Teaching.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 39–57.
    This chapter will consider the kinds of knowledge and know‐how that practitioners of occupations are expected to possess. It will begin by reviewing the literature on know‐how and attempting a conceptual map of this terrain, showing where teaching or, rather, various conceptions of teaching are located on it. The endpoint of this investigation will be the development of a typology of teachers and their know‐how, which will then be examined in more detail in subsequent chapters.
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  43.  3
    Introduction: Education and Teaching.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 1–19.
    The relationship between education and teaching is outlined. Categorial (universal) conceptions of education and of teaching are introduced and the distinction between categorial concepts and particular conceptions of education and teaching are explained. Attention is given to the categorial concept of teaching and how particular conceptions relate to it. An outline of the following chapters is presented.
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  44.  2
    Schooling and the Occupation of Teaching.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 21–38.
    A distinction between the division of labour and the fragmentation of the labour process is drawn. Economic sectors and occupations are distinguished. The institution of the school as a vehicle of compulsory mass education is introduced. Some distinctions within the concept of education are outlined. The nature of professions and the place of teaching within the field of the professions is discussed. The question of whether teaching has a distinctive ethical mission is outlined.
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  45. Some Outstanding Issues.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 203–215.
    The concluding chapter of this book will address a number of related topics that have not yet received explicit attention, although the approach taken to them should be implicit in what has been said in the foregoing chapters. These include: discipline, classroom management, school culture, leadership and accountability. In doing so, I will attempt to show how the professional technician conception of the teacher is the most suited to educational needs in developed societies.
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  46.  9
    Teaching as a Craft Occupation.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 97–114.
    The craftworker is considered to be an exemplar of attention to quality, service to the public, personal satisfaction and the embodiment of tradition. The teacher as craftworker can safely be seen as one of the three archetypes of the teacher described briefly in Chapter 4. Furthermore, it is perhaps the default conception of the teacher in recent philosophical treatments of the nature of teacher's work. This conception is examined and criticised.
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  47. Teaching as an Occupation.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 151–167.
    In this chapter the notion of a teaching career is introduced and developed. Much of a teacher's work takes place outside the classroom. Options of career development are considered, including curriculum, pedagogy and assessment specialisms among others. Issues of civic engagement on the one hand and retention and attrition on the other are discussed.
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  48.  1
    Towards a Typology of Occupations.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 59–76.
    In Chapter 3, the different dimensions of know‐how relevant to teaching were examined. It is now time to see how these different dimensions are incorporated into different conceptions of occupations. The procedure will be to develop ‘ideal types’ of each, without a commitment to the existence of any in their pure form, to begin a brief description of their characteristics and their relationships with each other and, finally, to relate them to different conceptions of what it might be to be (...)
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  49.  4
    The Elements of Teacher Knowledge and Know‐How.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 77–96.
    The focus of this chapter's discussion is on the specific nature of teacher knowledge, including KT (propositional knowledge), KH (know‐how), KA (knowledge by acquaintance) and their interrelationship. There are features of teaching that it may share with other occupations, namely those associated with craft, executive technician and technician occupations. There are also features of teacher knowledge that are specific to teaching, which receive attention in the literature.
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  50.  5
    Teacher Education.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 169–186.
    We will need to consider some general questions pertaining to teacher education as well as to the specifics of preparation to be a professional in the sense developed so far in this book. We will consider: the selection of potential teachers, different models of initial teacher education, early career qualification and career professional development. In the course of doing so, we will look at some of the contemporary debates concerning teacher education that are relevant to this question.
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