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Emma Williams [21]Emma L. Williams [1]Emma N. Williams [1]
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Emma Williams
University of Canterbury
Emma Williams
University of Texas Health Center at Tyler
  1.  28
    In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought.Emma Williams - 2015 - Journal of Philosophy of Education 49 (1):142-160.
    Harvey Siegel's epistemologically-informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re-reading an opposing view, which Siegel himself rejects as leaving epistemology ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend (...)
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  2.  14
    In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought.Emma Williams - 2015 - Journal of Philosophy of Education 49 (1):142-160.
    Harvey Siegel's epistemologically-informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re-reading an opposing view, which Siegel himself rejects as leaving epistemology ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend (...)
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  3.  5
    Language Subjects: Placing Derrida’s Monolingualism in Global Education.Emma Williams - 2021 - Studies in Philosophy and Education 40 (2):135-148.
    Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood and upbringing in Algeria at a time when it was a colony of France. It is on one level a reflection on matters related to colonialism, and especially on the effects of the imposition of colonial language upon schooling and wider practices of education and coming into the world. Yet Derrida’s text also opens onto structural questions about estrangement, (...)
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  4.  16
    ‘Ahead of All Beaten Tracks’: Ryle, Heidegger and the Ways of Thinking.Emma Williams - 2013 - Journal of Philosophy of Education 47 (1):53-70.
    The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of Modern Philosophy. (...)
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  5.  21
    'Ahead of All Beaten Tracks': Ryle, Heidegger and the Ways of Thinking.Emma Williams - 2012 - Journal of Philosophy of Education 46 (4):53-70.
    The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of Modern Philosophy. (...)
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  6.  17
    Out of the Ordinary: Incorporating Limits with Austin and Derrida.Emma Williams - 2014 - Educational Philosophy and Theory 46 (12):1-16.
    This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by (...)
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  7.  11
    Out of the Ordinary: Incorporating Limits with Austin and Derrida.Emma Williams - 2014 - Educational Philosophy and Theory 46 (12):1337-1352.
    This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by (...)
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  8.  7
    Language's Grace: Redemption and Education in J.M. Coetzee's Disgrace.Emma Williams - 2018 - Journal of Philosophy of Education 52 (4):627-641.
  9. Who Really Needs a Theory of Mind?Emma Williams - 2009 - In Ivan Leudar & Alan Costall (eds.), Against Theory of Mind. Palgrave-Macmillan.
  10.  6
    Why is the Relationship Between Philosophy and Literature of Significance for the Philosophy of Education?Liam Gearon & Emma Williams - 2018 - Journal of Philosophy of Education 52 (4):579-591.
  11.  5
    ‘To Catch at and Let Go’ : David Bakhurst, Phenomenology and Post-Phenomenology.Emma Williams - 2018 - Journal of Philosophy of Education 52 (1):87-104.
    This paper examines David Bakhurst's attempt to provide a picture of ‘the kinds of beings we are’ that is ‘more realistic’ than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's engagement with phenomenology and, more specifically, Hubert Dreyfus—who enters Bakhurst's horizon on account of his inheritance of the philosophy of John McDowell. (...)
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  12.  11
    Sound Not Light: Levinas and the Elements of Thought.Paul Standish & Emma Williams - 2016 - Educational Philosophy and Theory 48 (4):360-373.
    Can Levinas’ thought of the other be extended beyond the relation to the other human being? This article seeks to demonstrate that Levinas’ philosophy can indeed be read in such a sense and that this serves to open up a new way of understanding human thinking. Key to understanding such an extension of Levinas’ philosophy will be his account of the face and, more particularly, his claim that the relation to the face is ‘heard in language’. Through explicating what is (...)
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  13.  13
    Associations Between Being Bullied, Perceptions of Safety in Classroom and Playground, and Relationship with Teacher Among Primary School Pupils.Michael J. Boulton, Elizabeth Duke, Gemma Holman, Eleanor Laxton, Beth Nicholas, Ruth Spells, Emma Williams & Helen Woodmansey - 2009 - Educational Studies 35 (3):255-267.
    This study examined three main issues among 364 primary school children: (1) self?reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group interviews. Overall, while most participants reported positive relationships with (...)
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  14.  2
    Writers and Their Education.Liam Gearon & Emma Williams - 2019 - British Journal of Educational Studies 67 (3):283-289.
  15.  7
    Cultural Differences in Interpersonal Emotion Regulation.Belinda J. Liddell & Emma N. Williams - 2019 - Frontiers in Psychology 10.
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  16.  2
    Introduction.Paul Standish & Emma Williams - 2021 - Journal of Philosophy of Education 55 (3):425-429.
    Journal of Philosophy of Education, EarlyView.
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  17.  1
    Knowledge.Emma Williams - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 1113-1127.
    This chapter explores the concept of knowing as a contested terrain within the education. It takes, as its starting point, the classical philosophical distinction between knowing how, knowing that and the lesser-attended-to notion of knowing by acquaintance. Charting key historical debates pertaining to knowing that and knowing how, the chapter considers the extent to which conceptions of these forms of knowing evident in educational policy and practice are often limited and reductive. The chapter then explores how contemporary work within the (...)
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  18.  9
    Morals to Maths: Coetzee, Plato and the Fiction of Education.Emma Williams - 2019 - British Journal of Educational Studies 67 (3):371-387.
  19.  12
    Nitric Oxide and Metastatic Cell Behaviour.Emma L. Williams & Mustafa B. A. Djamgoz - 2005 - Bioessays 27 (12):1228-1238.
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  20.  9
    Resisting the Drive to Theorise : A Phenomenological Perspective on Social Science Research.Emma Williams - 2018 - Magis, Revista Internacional de Investigación En Educación 11 (22):43-56.
    This article explores predominant uses of theory in social science research in relation to the approach of phenomenological philosophy. While phenomenology is sometimes interpreted as one theoretical or methodological paradigm amongst others in the field of qualitative research, this article explores key thinkers within the philosophical tradition of phenomenology to argue that this tradition can raise challenges for predominant conceptions of research and theorizing in the social sciences and certain philosophical ideas that can be connected to them. The distinctive nature (...)
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  21. The Ways We Think: From the Straits of Reason to the Possibilities of Thought.Emma Williams - 2015 - Wiley-Blackwell.
    The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions. Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions Examines the relevance of language in accounts of how we think Investigates the philosophical accounts of (...)
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