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H. B. Alexander [56]H. G. Alexander [33]Hartley Burr Alexander [29]Hartley B. Alexander [21]
Hanan A. Alexander [12]Hubert G. Alexander [11]Hanan Alexander [10]H. A. Alexander [5]

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  1. The Leibniz-Clarke Correspondence.H. G. Alexander - 1956 - Philosophy 32 (123):365-366.
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  2.  42
    International Handbook of Philosophy of Education.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.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  3. A View From Somewhere: Explaining the Paradigms of Educational Research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  4.  37
    Assessing Virtue: Measurement in Moral Education at Home and Abroad.Hanan A. Alexander - 2016 - Ethics and Education 11 (3):310-325.
    How should we assess programs dedicated to education in virtue? One influential answer draws on quantitative research designs. By measuring the inputs and processes that produce the highest levels of virtue among participants according to some reasonable criterion, in this view, we can determine which programs engender the most desired results. Although many outcomes of character education can undoubtedly be assessed in this way, taken on its own, this approach may support favorable judgments about programs that indoctrinate rather than educate, (...)
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  5.  35
    Education in Religion and Spirituality.Hanan Alexander & Terence H. McLaughlin - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 356--373.
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  6.  59
    The Paradoxes of Confirmation.H. G. Alexander - 1958 - British Journal for the Philosophy of Science 9 (35):227-233.
  7.  36
    Primitive Man as Philosopher.Hartley Alexander - 1928 - Journal of Philosophy 25 (20):552-555.
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  8.  34
    Moral Education and Liberal Democracy: Spirituality, Community, and Character in an Open Society.Hanan A. Alexander - 2003 - Educational Theory 53 (4):367-387.
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  9. Engaging Tradition : Michael Oakeshott on Liberal Learning.Hanan A. Alexander - 2008 - In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge.
     
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  10.  48
    Education in Ideology.Hanan A. Alexander - 2005 - Journal of Moral Education 34 (1):1-18.
    There is a thought that stops all thought. That is the thought that ought to be stopped. (Chesterton, 1952, p.?58) In this paper I distinguish between two sorts of ideologies, moral (or ethical) ideologies that embrace the conceptual condition of human agency: free will, moral intelligence, and fallibility; and amoral (or non?ethical) ideologies that do not. Initiation into the former, which are suited to open societies, is best accomplished through education, whereas transmission of the latter, which are preferred in closed (...)
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  11.  12
    Anisotropic Plastic Deformation of Indium Antimonide.E. Peissker, P. Haasen & H. Alexander - 1962 - Philosophical Magazine 7 (80):1279-1303.
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  12.  40
    Aesthetic Inquiry in Education: Community, Transcendence, and the Meaning of Pedagogy.Hanan A. Alexander - 2003 - Journal of Aesthetic Education 37 (2):1.
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  13.  22
    On the Mobility of Partial Dislocations in Silicon.K. Wessel & H. Alexander - 1977 - Philosophical Magazine 35 (6):1523-1536.
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  14. More About the Paradigm-Case Argument.H. G. Alexander - 1957 - Analysis 18 (5):117 - 120.
  15.  78
    'Unable to Return' in the 1951 Refugee Convention: Stateless Refugees and Climate Change.Heather Alexander & Jonathan Simon - 2014 - Florida Journal of International Law 26 (3):531-574.
    Argues that it is not only a point of literal construction, but also inherent in the object and purpose of the 1951 Refugee Convention, that displaced stateless persons unable to return to their countries of former habitual residence may be eligible for refugee status even if unpersecuted. 'Unable to return' as it occurs in the clause following the semi-colon of 1(A)2 of the 1951 Refugee Convention must be understood as a term of art subject to appropriate canons of construction in (...)
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  16.  39
    Education in the Jewish State.H. A. Alexander - 2000 - Studies in Philosophy and Education 19 (5/6):491-507.
    This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...)
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  17. New Books. [REVIEW]Richard Robinson, N. S. Sutherland, Marshall Cohen, Anthony Quinton, Peter Alexander, Colin Strang, R. F. Atkinson, C. H. Whiteley & H. G. Alexander - 1956 - Mind 65 (260):558-576.
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  18.  59
    Spirituality, Morality, and Criticism in Education: A Response to Kevin Gary. [REVIEW]Hanan A. Alexander - 2006 - Studies in Philosophy and Education 25 (4):327-334.
    In this short essay I respond to Kevin Gary’s generous review of my book Reclaiming Goodness by considering his two main concerns, that I tend to conflate spirituality and morality and that I am not sufficiently sensitive to tensions between spirituality and critical thinking. I respond by noting that Gary has not taken adequate account of the distinction between deontological morality and aretaic ethics in the first instance and between the Aristotelian notions of Sophia and Phronesis, or pure reason and (...)
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  19.  42
    Education in Nonviolence: Levinas' Talmudic Readings and the Study of Sacred Texts.Hanan Alexander - 2014 - Ethics and Education 9 (1):58-68.
    The essay offers a Jewish account of education in nonviolence by examining the first of Emmanuel Levinas' Talmudic readings ‘Toward the Other.’ I begin by exploring Levinas' unique philosophy of religious education, which nurtures responsibility for the other, as part of an alternative to enlightenment-orientated modern Jewish thought pioneered by the likes of Gershom Scholem, Martin Buber, and Franz Rosenzweig. I then consider a question raised by Yusef Waghid and Zehavit Gross at the 2012 meeting of the Philosophy of Education (...)
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  20.  74
    Caring and Agency: Noddings on Happiness in Education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
    In this short essay I express my own deep sympathy with Nel Noddings’s ethic of care and applaud her stubborn resistance in Happiness and Education to what John Dewey would have called false dualisms, such as those between intelligence and emotion, theory and practice, or vocation and academic studies.However, I question whether the sort of caring relation she depicts so beautifully in this and many other books is sufficiently robust to alone carry the weight of the moral life that she (...)
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  21. Reflections on Benjamin Button.Henry Alexander - 2009 - Philosophy and Literature 33 (1):pp. 1-17.
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  22. A Lover of the Chair.Hartley Alexander - 1920 - Journal of Philosophy, Psychology and Scientific Methods 17 (25):685-688.
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  23. Metaphysics as a Fine Art.Hartley B. Alexander - 1918 - Journal of Philosophy, Psychology and Scientific Methods 15 (18):477-481.
  24. Phenomenalism and the Problem of Knowledge.H. B. Alexander - 1905 - Journal of Philosophy, Psychology and Scientific Methods 2 (7):182-187.
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  25. Subjectivity in Aesthetics.H. G. Alexander - 1955 - Philosophical Quarterly 5 (21):329-341.
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  26. Concerning a Postulate of Fitness.H. G. Alexander - 1953 - Philosophy and Phenomenological Research 14 (3):309-318.
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  27.  89
    Plato’s Conception of the Cosmos.Hartley B. Alexander - 1918 - The Monist 28 (1):1-24.
  28. The Fear of Machines.Hartley Burr Alexander - 1917 - International Journal of Ethics 28 (1):80-93.
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  29. In Memoriam: Bertram Jessup.Henry A. Alexander & Melvin Rader - 1972 - Journal of Aesthetics and Art Criticism 31 (2):149-152.
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  30.  56
    What is Critical About Critical Pedagogy? Conflicting Conceptions of Criticism in the Curriculum.Hanan A. Alexander - 2018 - Educational Philosophy and Theory 50 (10):903-916.
    In this paper, I explore the problems of cultivating a critical attitude in pedagogy given problems with accounts grounded in critical social theory, rational liberalism and pragmatic esthetic theory. I offer instead an alternative account of criticism for education in open, pluralistic, liberal, democratic societies called 'pedagogy of difference' that is grounded in the diversity liberalism of Isaiah Berlin and the dialogical philosophy of Martin Buber. In our current condition in which there is no agreement as to the proper criteria (...)
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  31. ‘True’ and Truth.Avrum Stroll & Henry Alexander - 1975 - Philosophy of Science 42 (4):384-410.
    In Parts I, II, and III of the paper, the authors show that an argument essential to Alan White's defense of the Correspondence Theory of truth is unsuccessful. They argue that some of the premises of White's argument are false, and others incoherent. They show, further, that certain widely accepted assumptions in the philosophy of language, which underlie White's argument, must also be abandoned. In Part IV, they attempt to say something new about 'true', 'false', truth and falsity, and related (...)
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  32.  71
    Apologia Pro Fide.H. B. Alexander - 1920 - Philosophical Review 29 (2):113-134.
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  33.  55
    The Definition of Number.Hartley Burr Alexander - 1915 - The Monist 25 (3):365-398.
  34.  9
    Some Observations on Visual Imagery.H. B. Alexander - 1904 - Psychological Review 11 (4-5):319-337.
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  35.  93
    The Paradoxes of Confirmation—a Reply to Dr Agassi.H. G. Alexander - 1959 - British Journal for the Philosophy of Science 10 (39):229-234.
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  36.  50
    Truth and Nature.Hartley B. Alexander - 1910 - The Monist 20 (4):585-602.
  37.  46
    Human Traits and Their Social Significance.H. B. Alexander - 1921 - Journal of Philosophy 18 (22):609-612.
  38.  35
    Kaufman on Kaplan and Process Theology: A Post-Positivist Perspective.H. A. Alexander - 1991 - Process Studies 20 (4):200-203.
  39.  20
    Wrath and Ruth.Hartley B. Alexander - 1919 - Journal of Philosophy 16 (10):253.
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  40.  61
    Transformational Grammar and Aristotelian Logic.Hubert G. Alexander - 1971 - Southwestern Journal of Philosophy 2 (1/2):57-64.
  41.  57
    The Paradox of the Universal in Art.Hubert G. Alexander - 1974 - Southwestern Journal of Philosophy 5 (1):49-58.
  42.  43
    The Mystery of Life (Poem).Hartley Burr Alexander - 1912 - The Monist 22 (3):361-391.
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  43.  68
    Rousseau and Political Humanitarianism.Hartley Burr Alexander - 1917 - Journal of Philosophy, Psychology and Scientific Methods 14 (22):589-611.
  44.  60
    New Books. [REVIEW]Isaiah Berlin, P. F. Strawson, R. Rhees, F. E. Sparshott, Michael Scriven, R. F. Holland, Jonathan Harrison, H. G. Alexander, C. A. Mace, J. L. Evans, D. A. Rees, W. Mays, C. K. Grant, Basil Mitchell & G. C. J. Midgley - 1952 - Mind 61 (243):405-439.
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  45.  39
    Empathy and Evaluation: Understanding the Private Meanings of Behavior. [REVIEW]H. A. Alexander - 1991 - Studies in Philosophy and Education 11 (2):123-134.
  46. A Lover of the Chair.Hartley Alexander - 1920 - Journal of Philosophy 17 (25):685.
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  47. America's Self-Revelation.Hartley B. Alexander - 1916 - Hibbert Journal 15:393.
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  48. After the Revolution, the Normative Revival in Post-Analytic Philosophy of Education.H. A. Alexander - forthcoming - Philosophy of Education.
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  49. Dewey's Lectures in Japan.H. B. Alexander - 1919 - Journal of Philosophy, Psychology and Scientific Methods 16 (13):358.
     
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  50. DUHEM, P. -The Aim and Structure of Physical Theory. [REVIEW]H. G. Alexander - 1956 - Mind 65:572.
     
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1 — 50 / 189