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David Hartley [37]David J. Hartley [1]
  1.  41
    Observations on Man: His Frame, His Duty, and His Expectations.David Hartley - 1749 - New York: Garland.
    The orphaned son of an Anglican clergyman, David Hartley was originally destined for holy orders. Declining to subscribe to the Thirty-Nine Articles, he turned to medicine and science yet remained a religious believer. This, his most significant work, provides a rigorous analysis of human nature, blending philosophy, psychology and theology. First published in two volumes in 1749, Observations on Man is notable for being based on the doctrine of the association of ideas. It greatly influenced scientists, theologians, social reformers and (...)
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  2.  36
    The Emergence of Distributed Leadership in Education: Why Now?David Hartley - 2007 - British Journal of Educational Studies 55 (2):202-214.
    The recent emergence of distributed leadership has been very marked. In England, it has received official endorsement. But the evidence-base which supports this endorsement is weak: there is little evidence of a direct causal relationship between distributed leadership and pupil attainment. What therefore might explain its rise to prominence? Here three possible explanations are considered: first, it accords with the contemporary reform of the public services; second, it is legitimated by an appeal to a culture wherein all categories and classifications (...)
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  3.  21
    Observations on Man: His Frame, His Duty, and His Expectations (1749).David Hartley - 1801 - Gainseville, Fla.Scholars; Facsimiles & Reprints.
    This Hartley applies to man, and observes, that as man cannot comprehend his own nature, he must imagine a finite being superior to him that can ...
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  4.  7
    The Instrumentalisation of the Expressive in Education.David Hartley - 2003 - British Journal of Educational Studies 51 (1):6 - 19.
    There is a resurgence of matters emotional in education. The concept of 'emotional intelligence' is an example. The effective school seems set to become the affective school. Alongside the discourse of instrumental rationality, which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity. Some possible explanations of this emerging affective tendency are considered. The argument is that a greater emphasis on both the emotions and on creativity can be regarded as functional for (...)
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  5.  7
    Mixed Messages in Education Policy: Sign of the Times?David Hartley - 1994 - British Journal of Educational Studies 42 (3):230-244.
    The education policy of Conservative governments in Britain since 1979 is sometimes said to be contradictory. It purports to empower the consumer, but legislation has given the lie to this, vesting ever greater powers in central government, less so in Scotland, the more so in England and Wales. In short, education policy contains mixed messages, or contradictions. But these contradictions to some extent express the tensions which have become apparent in an age of transition: that between the modern and the (...)
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  6.  31
    Excellence and Enjoyment: The Logic of a 'Contradiction'.David Hartley - 2006 - British Journal of Educational Studies 54 (1):3 - 14.
    In 2004, the Department for Education and Skills in England published its Five Year Strategy for Children and Learners (DfES, 2004). It was preceded by Excellence and Enjoyment: a strategy for primary schools (DfES, 2003). 'Excellence and enjoyment' seems to constitute an ambiguity, even a contradiction. The government's view is otherwise. It states that enjoyment (for pupils) is a consequence of excellent teaching. In turn, excellent teaching is said to be more assured if it is personalised and creative. This official (...)
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  7.  9
    Mixed Messages in Education Policy: Sign of the Times?David Hartley - 1994 - British Journal of Educational Studies 42 (3):230-244.
    The education policy of Conservative governments in Britain since 1979 is sometimes said to be contradictory. It purports to empower the consumer, but legislation has given the lie to this, vesting ever greater powers in central government, less so in Scotland, the more so in England and Wales. In short, education policy contains mixed messages, or contradictions. But these contradictions to some extent express the tensions which have become apparent in an age of transition: that between the modern and the (...)
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  8.  25
    Education, Markets and the Pedagogy of Personalisation.David Hartley - 2008 - British Journal of Educational Studies 56 (4):365-381.
    The marketisation of education in England began in the 1980s. It was facilitated by national testing (which gave objective and comparable information to parents), and by the New Public Management (which introduced a posteriori funding and competition among providers). Now a new complementary phase of marketisation is being introduced: personalisation, whose intellectual provenance is in marketing theory. Conceptually, personalisation is imprecise; practically, at this stage, its intended effects within schools may amount to no more than a new legitimatory rhetoric which (...)
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  9. Hartley's Theory of the Human Mind.David Hartley - 1775 - New York: American Mathematical Society.
  10.  3
    La célébration poétique du traité du Cateau-Cambrésis (1559): document bibliographique.David J. Hartley - 1981 - Bibliothèque d'Humanisme Et Renaissance 43 (2):303-318.
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  11. Observations on Man.David Hartley - 1791 - Woodstock Books.
  12. Observations on Man 2 Volume Set: His Frame, His Duty, and His Expectations.David Hartley - 2013 - Cambridge University Press.
    The orphaned son of an Anglican clergyman, David Hartley was originally destined for holy orders. Declining to subscribe to the Thirty-Nine Articles, he turned to medicine and science yet remained a religious believer. This, his most significant work, provides a rigorous analysis of human nature, blending philosophy, psychology and theology. First published in two volumes in 1749, Observations on Man is notable for being based on the doctrine of the association of ideas. It greatly influenced scientists, theologians, social reformers and (...)
     
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  13. Observations on Man: His Frame, His Duty, and His Expectations.David Hartley - 2013 - Cambridge University Press.
    The orphaned son of an Anglican clergyman, David Hartley was originally destined for holy orders. Declining to subscribe to the Thirty-Nine Articles, he turned to medicine and science yet remained a religious believer. This, his most significant work, provides a rigorous analysis of human nature, blending philosophy, psychology and theology. First published in two volumes in 1749, Observations on Man is notable for being based on the doctrine of the association of ideas. It greatly influenced scientists, theologians, social reformers and (...)
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  14. Observations on Man: Volume 2: His Frame, His Duty, and His Expectations.David Hartley - 2014 - Cambridge University Press.
    The orphaned son of an Anglican clergyman, David Hartley was originally destined for holy orders. Declining to subscribe to the Thirty-Nine Articles, he turned to medicine and science yet remained a religious believer. This, his most significant work, provides a rigorous analysis of human nature, blending philosophy, psychology and theology. First published in two volumes in 1749, Observations on Man is notable for being based on the doctrine of the association of ideas. It greatly influenced scientists, theologians, social reformers and (...)
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  15. Observations on Man: Volume 1: His Frame, His Duty, and His Expectations.David Hartley - 2014 - Cambridge University Press.
    The orphaned son of an Anglican clergyman, David Hartley was originally destined for holy orders. Declining to subscribe to the Thirty-Nine Articles, he turned to medicine and science yet remained a religious believer. This, his most significant work, provides a rigorous analysis of human nature, blending philosophy, psychology and theology. First published in two volumes in 1749, Observations on Man is notable for being based on the doctrine of the association of ideas. It greatly influenced scientists, theologians, social reformers and (...)
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  16. Observations on Man.David Hartley - 1749 - Hildesheim, G. Olms.
     
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  17. Observations on Man, His Frame, His Duty, and His Expectations. In Two Parts.David Hartley, Hermann Andreas Pistorius & J. Johnson - 1749 - Printed for J. Johnson.
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  18.  11
    Repeat Prescription: The National Curriculum for Initial Teacher Training.David Hartley - 1998 - British Journal of Educational Studies 46 (1):68 - 83.
    This article examines some of the similarities in the legitimation and structure of two national curricula in England: that for schools in the '80s; and that for initial teacher training in the '90s. The emphasis is on the latter, with reference to the former where relevant.
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  19.  6
    The Compacts Initiative: Values for Money?David Hartley - 1992 - British Journal of Educational Studies 40 (4):321-334.
  20.  13
    The Compacts Initiative: Values for Money?David Hartley - 1992 - British Journal of Educational Studies 40 (4):321 - 334.
  21.  3
    The Convergence of Learner‐Centred Pedagogy in Primary and Further Education in Scotland: 1965–1985.David Hartley - 1987 - British Journal of Educational Studies 35 (2):115-128.
  22.  3
    The Emergence of Blissful Thinking in the Management of Education.David Hartley - 2019 - British Journal of Educational Studies 67 (2):201-216.
  23. Various Conjectures on the Perception, Motion, and Generation of Ideas (1746).David Hartley - 1959 - Los Angeles, William Andrews Clark Memorial Library, University of California.
  24. Metaphysical Tracts by English Philosophers of the Eighteenth Century Consisting of 1. Clavis Universalis ; 2. A Specimen of True Philosophy / by Arthur Collier ; 3. Conjecturae Quaedam de Sensu, Motu, Et Idearum Generatione ; 4. An Inquiry Into the Origin of Human Appetites and Affections ; 5. Man in Quest of Himself. [REVIEW]Samuel Parr, Arthur Collier, David Hartley, James Long & Abraham Tucker - 1837 - E. Lumley.