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Felicity Haynes [23]Felicity Ann Haynes [1]
  1.  11
    R. S. Peters: The Reasonableness of Ethics.Felicity Haynes - 2013 - Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
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  2.  14
    Sublime Heterogeneities in Curriculum Frameworks.Felicity Haynes - 2006 - Educational Philosophy and Theory 38 (6):769–786.
    To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision. Eisner suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as Efland suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche (...)
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  3.  18
    Metaphor as Interactive.Felicity Haynes - 1975 - Educational Theory 25 (3):272-277.
  4.  18
    Towards an Archaeology of Critical Thinking.Felicity Haynes - 1991 - Educational Philosophy and Theory 23 (1):121–140.
  5.  31
    Reason and Teaching.Felicity Haynes - 1975 - Teaching Philosophy 1 (1):91-95.
  6.  10
    Heidegger and Leibniz: Reason and Faith, Renato Cristin: Book Review. [REVIEW]Felicity Haynes - 2001 - Indo-Pacific Journal of Phenomenology 1 (1).
  7.  19
    Emergencies and Emergent Selves.Felicity Haynes - 2005 - Educational Philosophy and Theory 37 (3):343–347.
    Marshall's article used Wittgenstein to argue that self functions as an explanation for a name rather than a referent. This brief response tries to rescue Marshall from an apparent reduction of self to material body without returning him to the mind/body dualism that he, with Wittgenstein and Dennett, seeks to avoid. It treats ‘I’ as an emergent institutional fact, not inconsistent with a constructed explanation or narrative, but emerging from shared social practices rather than an abstracted agent.
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  8.  6
    Book Review Heidegger and Leibniz: Reason and Faith By Renato Cristin (1998). [REVIEW]Felicity Haynes - 2001 - Indo-Pacific Journal of Phenomenology 1 (1).
    Heidegger and Leibniz: Reason and Faith . Dordrecht: Kluwer Academic Publishers. Hard Cover (130 pages + index) Indo-Pacific Journal of Phenomenology , Volume 1, Edition 1 April 2001.
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  9.  4
    More Sexes Please?Felicity Haynes - 1999 - Educational Philosophy and Theory 31 (2):189–203.
  10. Philosophy in Schools.Felicity Haynes (ed.) - 2016 - Routledge.
    In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children, producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers promote respect, (...)
     
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  11.  18
    On Equitable Cake‐Cutting, Or: Caring More About Caring.Felicity Haynes - 1989 - Educational Philosophy and Theory 21 (2):12-22.
    It is obvious that the values of women differ very often from the values which have been made by the other sex. It is the masculine values that prevail.Virginia WoolfA Room of One's OwnGetting hold of the difficulty deep down is what is hard. Because if it is grasped near the surface, it simply remains the difficulty it was. It has to be pulled out by the roots, and that involves our having to think about these things in a new (...)
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  12.  16
    PESA Encounters: From Debate to Dialogue.Felicity Haynes - 2009 - Educational Philosophy and Theory 41 (7):770-773.