39 found
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Emma Williams [42]Emma Constance Williams [1]Emma N. Williams [1]Emma L. Williams [1]
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Emma Williams
University of Texas Health Center at Tyler
Emma Williams
University of Canterbury
  1.  31
    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.  18
    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.  21
    ‘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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  4.  8
    Playful teasing and the emergence of pretence.Vasudevi Reddy, Emma Williams & Alan Costall - 2022 - Phenomenology and the Cognitive Sciences 21 (5):1023-1041.
    The study of the emergence of pretend play in developmental psychology has generally been restricted to analyses of children’s play with toys and everyday objects. The widely accepted criteria for establishing pretence are the child’s manipulation of object identities, attributes or existence. In this paper we argue that there is another arena for pretending—playful pretend teasing—which arises earlier than pretend play with objects and is therefore potentially relevant for understanding the more general emergence of pretence. We present examples of playful (...)
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  5.  11
    Introduction: The crisis in mental health and education.Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):4-11.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 4-11, February 2022.
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  6.  20
    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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  7.  13
    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.  27
    '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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  9.  12
    Language's Grace: Redemption and Education in J.M. Coetzee's Disgrace.Emma Williams - 2018 - Journal of Philosophy of Education 52 (4):627-641.
  10.  7
    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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  11.  7
    ‘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.  4
    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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  13. Who really needs a theory of mind?Emma Williams - 2009 - In Ivan Leudar & Alan Costall (eds.), Against Theory of Mind. Palgrave-Macmillan.
  14.  14
    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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  15.  1
    The Way Before the Way Before.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 189–219.
    This chapter examines the way the two main philosophies of Heidegger and Derrida, come into critical contact with each other. Derrida represents his own thinking as a development of Heideggerian thought. The chapter discusses Derrida's engagement with Heidegger spanned nearly his entire philosophical career. Derrida's exploration of Heidegger's spiritual idiom, while somewhat unusual, is not unconnected with his other writings on Heidegger. Through tracing Heidegger's spiritual idiom, Derrida seeks to bring out what is at stake in those aspects of Heidegger's (...)
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  16.  8
    Cultural Differences in Interpersonal Emotion Regulation.Belinda J. Liddell & Emma N. Williams - 2019 - Frontiers in Psychology 10.
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  17.  8
    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.
  18.  11
    ‘We are creating conditions for young people that are un-survivable’: An interview with Sanah Ahsan.Sanah Ahsan & Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):88-93.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 88-93, February 2022.
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  19.  19
    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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  20.  2
    Writers and their education.Liam Gearon & Emma Williams - 2019 - British Journal of Educational Studies 67 (3):283-289.
  21.  16
    ‘Psychoanalysis is one more way of taking people seriously’: Adam Phillips in conversation with Emma Williams.Adam Phillips & Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):180-189.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 180-189, February 2022.
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  22.  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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  23.  2
    A Brief Detour.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 42–57.
    This chapter offers a brief analysis of the problems facing Bonnett's attempt to articulate a richer conception of thinking. Bonnett states, authentic thinking and understanding require that one become the originators and authors of their own thinking, as against merely reflecting the thoughts of others. In order to deflect the criticism that the account is promoting a self‐centred view of thinking, Bonnett introduces the concept of self referencing, which he describes as the determination to understand what one learns in terms (...)
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  24. Ahead of All Beaten Tracks.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 58–88.
    This chapter explores the similarities that exist between two accounts of thinking presented by philosophers who are usually held to belong to differing, even conflicting, philosophical traditions. These are the accounts of Gilbert Ryle and Martin Heidegger. By situating Ryle in relation to Heidegger, the chapter seeks to show that there is an alternative reading of Ryle and one that problematises any straightforward understanding of him as a partisan of the rationalistic account. Ryle's first criticism takes issue with the way (...)
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  25.  2
    A Way Beyond.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 89–126.
    This chapter demonstrates how Heidegger's philosophy works to disrupt in a radical sense, the assumptions of traditional philosophy. It seeks to attend to the way Heidegger's later thought (that is, his writings from 1930 onwards) works to develop the reconceptualization of thinking and human existence that was instigated by his early philosophy. The more direct attention Heidegger gives to the nature of language allows a concrete and robust account of the conditions of thought to come to the fore and one (...)
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  26.  1
    A Weaving of the Ways.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 220–246.
    This chapter discusses the predominant picture of thinking in education, rationalistic conception. It combines the author's practical analysis of current thinking education with the philosophical account. Certain standards for thinking education are set on the basis of a certain understanding of thinking‐ hence; the two mutually reinforce each other. In questioning the rationalistic account of thinking one can question the current aims of thinking education and many of the educational discourses that go hand in glove with such aims. The rationalistic (...)
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  27.  5
    Balance: Benefit or bromide?Emma Williams - 2022 - Journal of Philosophy of Education 56 (4):535-546.
    There seem to be obvious virtues to keeping a sense of balance. In this paper, I consider some examples from ordinary life and education where the pursuit of balance would appear to be a benefit. Yet I also draw upon lines of thinking from John Stuart Mill and Adam Phillips to examine whether the apparent good sense of balance can be disturbed. I show how Mill's and Phillips’ ideas extend into a consideration of the aesthetics of balance and the idea (...)
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  28.  6
    Balance: Benefit or bromide?Emma Williams - 2022 - Journal of Philosophy of Education 56 (4):535-546.
    There seem to be obvious virtues to keeping a sense of balance. In this paper, I consider some examples from ordinary life and education where the pursuit of balance would appear to be a benefit. Yet I also draw upon lines of thinking from John Stuart Mill and Adam Phillips to examine whether the apparent good sense of balance can be disturbed. I show how Mill's and Phillips’ ideas extend into a consideration of the aesthetics of balance and the idea (...)
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  29.  1
    Following the Sign.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 127–157.
    This chapter considers a thinker Jacques Derrida, who in some ways inherits the Heideggerian legacy and yet also problematises and puts it to work in new ways. Like Heidegger, the insights raised by Derrida's philosophy in respect to the nature of human thinking come by way of his exploration of the relation between thought and language. Derrida in many ways comes close to one of the key accounts of language afforded by Ordinary Language philosophy, namely that of John Austin. The (...)
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  30.  1
    Index.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 253–259.
    This chapter addresses the kind of thinking that is currently being fore grounded in education, the rationalistic conception. It also examines some of the recent ways in which thinking education has been approached in the British curriculum. To be more specific, one might say that the predominant view of thinking has arisen as a result of the foregrounding of a particular type of thinking, which has in turn been made possible on the basis of a certain representation of both thinking (...)
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  31.  2
    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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  32.  7
    Making a drama out of a mental health crisis.Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):139-147.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 139-147, February 2022.
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  33.  4
    Meditation in the Workplace: Does Mindfulness Reduce Bias and Increase Organisational Citizenship Behaviours?Emma Constance Williams & Vince Polito - 2022 - Frontiers in Psychology 13.
    Mindfulness is becoming increasingly popular in the workplace. This likely relates to a growing body of research linking mindfulness to a range of psychological outcomes such as reduced anxiety, depression and increased subjective wellbeing. However, while mindfulness has received a great deal of attention in clinical research, the evidence for workplace relevant benefits is less established. Additionally, outside of clinical research, mindfulness studies have rarely been replicated. Recent evidence suggests that the cognitive skills cultivated during meditation may be instrumental in (...)
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  34.  11
    Morals to Maths: Coetzee, Plato and the Fiction of Education.Emma Williams - 2019 - British Journal of Educational Studies 67 (3):371-387.
    In J.M. Coetzee’s novel The Schooldays of Jesus (2016), the question of finding the ‘right education’ for a young child is a central and recurring theme. In particular, the novel presents us with t...
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  35.  13
    Nitric oxide and metastatic cell behaviour.Emma L. Williams & Mustafa B. A. Djamgoz - 2005 - Bioessays 27 (12):1228-1238.
    Nitric oxide (NO) is a pleiotropic signalling molecule that subserves a wide variety of basic cellular functions and also manifests itself pathophysiologically. As regards cancer and its progression, however, the reported role of NO appears surprisingly inconsistent. In this review, we focus on metastasis, the process of cancer cell spread and secondary tumour formation. In a ‘reductionist’ approach, we consider the metastatic cascade to be made up of a series of basic cellular behaviours (such as proliferation, apoptosis, adhesion, secretion migration, (...)
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  36. Out of our minds : Hacker and Heidegger contra neuroscience.Emma Williams & Paul Standish - 2016 - In Clarence W. Joldersma (ed.), Neuroscience and Education: A Philosophical Appraisal. Routledge.
  37.  2
    Out of the Ordinary.Emma Williams - 2016 - In The Ways We Think. Chichester, UK: Wiley. pp. 158–188.
    This chapter considers certain key features of Austin's philosophy. It discusses the under recognised affinities that exist between the work of Derrida and Austin, particularly concerning their philosophical methods and their respective attempts to work against the traditional, representation list account of language. The chapter exemplifies the manner in which Derrida nevertheless presents himself as going beyond Austin's philosophy in certain crucial ways, by attending to the criticisms he levels at Austin in his paper ‘Signature Event Context’. It describes Derrida's (...)
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  38.  14
    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 idea(l)s that can be connected to them. The distinctive nature (...)
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  39. Thinking beyond rationalism.Emma Williams - 2018 - In Laura Kerslake & Rupert Wegerif (eds.), Theory of teaching thinking: international perspectives. Routledge.
     
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