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Eric Bredo
University of Toronto, St. George Campus
  1.  30
    How Can Philosophy of Education Be Both Viable and Good?Eric Bredo - 2002 - Educational Theory 52 (3):263-271.
  2.  11
    Addressing the Social Foundations "Accountability" Dilemma.Eric Bredo - 2005 - Educational Studies 38 (3):230-241.
    The attempt to reform education using performance-based accountability may eventually be applied to teacher education. If so, it poses a potential challenge to those in social foundations as well as to other teacher-educators. Among other things, it requires that we think clearly about our mission and the kinds of effects we would like to have. Some difficulties involved in responding to this challenge are outlined in the following. A conception of the mission of social foundations that makes it easier to (...)
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  3.  11
    Is Educational Policy Making Rational — and What Would That Mean, Anyway?Eric Bredo - 2009 - Educational Theory 59 (5):533-547.
    In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer raises concerns about the consequences of basing educational policy on the model of rational choice drawn from economics. Policy making would be better and more realistic, he suggests, if it were based on a newer procedural model drawn from cognitive science. In this essay Eric Bredo builds on Feuer's analysis by offering a more systematic critique of the traditional model of rationality that Feuer criticizes, a more critical (...)
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  4.  35
    Parts and Wholes: Liberal-Communitarian Tensions in Democratic States.Eric Bredo - 2007 - Journal of Philosophy of Education 41 (3):445–457.
  5.  1
    Knowledge and Values in Social and Educational Research.Eric Bredo - 1982
  6.  5
    2002 American Educational Studies Association Presidential Address Bringing Collaboration Back Into Education.Eric Bredo - 2005 - Educational Studies 37 (2):112-134.
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  7.  8
    The Sociology of Teaching.Eric Bredo & Sue Ellen Henry - 1996 - Educational Studies 27 (1):1-14.
  8. The Editor Wishes to Thank the Following Persons for Their Willingness to Serve as Manuscript Reviewer for the Journal Between July 2003 and June 2004. [REVIEW]Bernadette Baker, Eric Bredo, Randal Curren, Paul Farber, Lynn Fendler, James Garrison, Jim Giarelli, David Granger, David Hansen & Sophie Haroutunian-Gordon - 2004 - Studies in Philosophy and Education 3 (489).
     
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  9.  5
    After Positivism, What?Eric Bredo - 1989 - Educational Theory 39 (4):401-413.
  10.  17
    Bateson's Hierarchical Theory of Learning and Communication.Eric Bredo - 1989 - Educational Theory 39 (1):27-38.
  11.  16
    Book Review Section 1. [REVIEW]Eric Bredo, James W. Garrison, Joseph R. Mckinney, Mary E. Henry, Angela Hurley, Samuel Totten, Brett Webb-Mitchell, James C. Albisetti, Faustine C. Jones-Wilson & Harvey Neufeldt - 1991 - Educational Studies 22 (1):15-65.
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  12. Parts and Wholes: Liberal-Communitarian Tensions in Democratic States.Eric Bredo - 2007 - Philosophy of Education 41 (3):445-457.
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  13.  15
    Reality Construction and Aesthetics: Essay ReviewWays of Worldmaking.Eric Bredo & Nelson Goodman - 1979 - Journal of Aesthetic Education 13 (4):109.
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  14.  20
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Eric Bredo - 2015 - Studies in Philosophy and Education 34 (5):525-529.
    Aspects of Adam Smith’s thought are introduced to help evaluate Weinstein’s reconsideration. Where Newton sought universal principles to explain planetary movement, Smith sought universal principles to explain human conduct. His theory of moral sentiments considered the role of sympathetic responses to others, and the resulting desire to harmonize responses in differing relationships, as a motive for moral thinking and conduct. His theory of reasoning explored the roles of pleasure, surprise, and wonder in sequential phases of thinking. Weinstein finds the pluralism (...)
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  15. William James and Education.James W. Garrison, Ronald Podeschi & Eric Bredo - 2002
     
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