Results for 'Ian Barrow'

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  1.  11
    Radical Education: A Critique of Freeschooling and Deschooling.Ian Lister & Robin Barrow - 1979 - British Journal of Educational Studies 27 (3):259.
  2. Mathematics as Philosophy: Barrow and Proclus.Ian Stewart - 2000 - Dionysius 18:151-182.
     
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  3.  66
    Book Reviews. [REVIEW]Werner Menski, Carl Olson, William Cenkner, Anne E. Monius, Sarah Hodges, Jeffrey J. Kripal, Carol Salomon, Deepak Sarma, William Cenkner, John E. Cort, Peter A. Huff, Joseph A. Bracken, Larry D. Shinn, Jonathan S. Walters, Ellison Banks Findly, John Grimes, Loriliai Biernacki, David L. Gosling, Thomas Forsthoefel, Michael H. Fisher, Ian Barrow, Srimati Basu, Natalie Gummer, Pradip Bhattacharya, John Grimes, Heather T. Frazer, Elaine Craddock, Andrea Pinkney, Joseph Schaller, Michael W. Myers, Lise F. Vail, Wayne Howard, Bradley B. Burroughs, Shalva Weil, Joseph A. Bracken, Christopher W. Gowans, Dan Cozort, Katherine Janiec Jones, Carl Olson, M. D. McLean, A. Whitney Sanford, Sarah Lamb, Eliza F. Kent, Ashley Dawson, Amir Hussain, John Powers, Jennifer B. Saunders & Ramdas Lamb - 2005 - International Journal of Hindu Studies 9 (1-3):153-228.
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  4. The Anthropic Cosmological Principle.John D. Barrow - 1986 - Oxford University Press.
    Ever since Copernicus, scientists have continually adjusted their view of human nature, moving it further and further from its ancient position at the center of Creation. But in recent years, a startling new concept has evolved that places it more firmly than ever in a special position. Known as the Anthropic Cosmological Principle, this collection of ideas holds that the existence of intelligent observers determines the fundamental structure of the Universe. In its most radical version, the Anthropic Principle asserts that (...)
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  5. Natural Kinds: Rosy Dawn, Scholastic Twilight: Ian Hacking.Ian Hacking - 2007 - Royal Institute of Philosophy Supplement 61:203-239.
    The rosy dawn of my title refers to that optimistic time when the logical concept of a natural kind originated in Victorian England. The scholastic twilight refers to the present state of affairs. I devote more space to dawn than twilight, because one basic problem was there from the start, and by now those origins have been forgotten. Philosophers have learned many things about classification from the tradition of natural kinds. But now it is in disarray and is unlikely to (...)
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  6. Theories of Everything: The Quest for Ultimate Explanation.John D. Barrow - 1991 - Oxford University Press.
    In books such as The World Within the World and The Anthropic Cosmological Principle, astronomer John Barrow has emerged as a leading writer on our efforts to understand the universe. Timothy Ferris, writing in The Times Literary Supplement of London, described him as "a temperate and accomplished humanist, scientist, and philosopher of science--a man out to make a contribution, not a show." Now Barrow offers the general reader another fascinating look at modern physics, as he explores the quest (...)
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  7. Utilitarianism: A Contemporary Statement.Robin Barrow - 2015 - Routledge.
    In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
     
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  8.  35
    Impossibility: The Limits of Science and the Science of Limits.John D. Barrow - 1998 - Oxford University Press.
    John Barrow is increasingly recognized as one of our most elegant and accomplished science writers, a brilliant commentator on cosmology, mathematics, and modern physics. Barrow now tackles the heady topic of impossibility, in perhaps his strongest book yet. Writing with grace and insight, Barrow argues convincingly that there are limits to human discovery, that there are things that are ultimately unknowable, undoable, or unreachable. He first examines the limits on scientific inquiry imposed by the deficiencies of the (...)
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  9. How Changes in One's Preferences Can Affect One's Freedom : A Reply to Dowding and Van Hees: Ian Carter and Matthew H. Kramer.Ian Carter - 2008 - Economics and Philosophy 24 (1):81-96.
    How is a person's freedom related to his or her preferences? Liberal theorists of negative freedom have generally taken the view that the desire of a person to do or not do something is irrelevant to the question of whether he is free to do it. Supporters of the “pure negative” conception of freedom have advocated this view in its starkest form: they maintain that a person is unfree to Φ if and only if he is prevented from Φ-ing by (...)
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  10.  17
    Barrow and Newton.E. W. Strong - 1970 - Journal of the History of Philosophy 8 (2):155-172.
  11. Barrow and Tipler on the Anthropic Principle Vs. Divine Design.William Lane Craig - 1988 - British Journal for the Philosophy of Science 39 (3):389-395.
    Barrow and Tipler’s contention that the Anthropic Principle is obviously true and removes the need for an explanation of fine-tuning fails because the Principle is trivially true, and only within the context of a World Ensemble, whose existence is not obvious, does a selection effect become significant. Their objections to divine design as an explanation of fine-tuning are seen to be misconceived.
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  12.  67
    New Theories of Everything: The Quest for Ultimate Explanation.John D. Barrow - 2007 - Oxford University Press.
    Will we ever discover a single scientific theory that explains everything that has ever happened and everything that will happen - a key that unlocks the ...
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  13.  17
    The Philosophy of Schooling.Robin Barrow - 1981 - Wheatsheaf.
    This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
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  14. The Artful Universe.John D. Barrow - 1995 - Oxford University Press.
    Our likes and dislikes--our senses and sensibilities--did not fall ready-made from the sky, argues internationally acclaimed author John D. Barrow. We know we enjoy a beautiful painting or a passionate symphony, but what we don't necessarily understand is that these experiences conjure up latent instincts laid down and perpetuated over millions of years. Now, in The Artful Universe, Barrow explores the close ties between our aesthetic appreciation and the basic nature of the Universe, challenging the commonly held view (...)
     
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  15.  68
    An Introduction to Philosophy of Education.Robin Barrow - 2006 - Routledge.
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person (...)
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  16.  89
    Was Peters Nearly Right About Education?Robin Barrow - 2009 - Philosophy of Education 43 (Supplement s1):9-25.
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs to choose, (...)
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  17.  20
    The Artful Universe Expanded.John D. Barrow - 2005 - Oxford University Press.
    Our love of art, writes John Barrow, is the end product of millions of years of evolution. How we react to a beautiful painting or symphony draws upon instincts laid down long before humans existed. Now, in this enhanced edition of the highly popular The Artful Universe, Barrow further explores the close ties between our aesthetic appreciation and the basic nature of the Universe. Barrow argues that the laws of the Universe have imprinted themselves upon our thoughts (...)
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  18. The Boundary Stones of Thought: An Essay in the Philosophy of Logic.Ian Rumfitt - 2015 - Oxford University Press.
    Classical logic has been attacked by adherents of rival, anti-realist logical systems: Ian Rumfitt comes to its defence. He considers the nature of logic, and how to arbitrate between different logics. He argues that classical logic may dispense with the principle of bivalence, and may thus be liberated from the dead hand of classical semantics.
     
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  19.  16
    The Usefulness of Mathematical Learning Explained and Demonstrated: Being Mathematical Lectures Read in the Publick Schools at the University of Cambridge.Isaac Barrow - 1734 - London: Cass.
    (I) MATHEMATICAL LECTURES. LECTURE I. Of the Name and general Division of the Mathematical Sciences. BEING about to treat upon the Mathematical Sciences, ...
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  20.  17
    Moral Education's Modest Agenda.Robin Barrow - 2006 - Ethics and Education 1 (1):3-13.
    When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in practice and what is justifiable. Moral theory seeks to delineate an ideal situation. Different circumstances give rise to different particular practices; but the principles of freedom, (...)
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  21. An Introduction to Moral Philosophy and Moral Education.Robin Barrow - 2007 - Routledge.
    Integrity : a shared moral value -- Religion, nature and intuition as possible sources of moral truth -- Some distinctions and some mistakes -- Rights and procedures -- Principles that define morality -- Reasons for being moral -- Relativism -- Second order principles -- Moral vs. social, ecological and sexual values -- Moral vs. health and safety values -- Moral questions in education -- The question of moral education -- Forms of moral education.
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  22.  28
    Isaac Barrow on the Mathematization of Nature: Theological Voluntarism and the Rise of Geometrical Optics.Antoni Malet - 1997 - Journal of the History of Ideas 58 (2):265-287.
  23.  39
    On the Duty of Not Taking Offence.Robin Barrow - 2005 - Journal of Moral Education 34 (3):265-275.
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  24.  16
    Skill Talk.Robin Barrow - 1987 - Journal of Philosophy of Education 21 (2):187–195.
  25.  16
    Condorget: Politics and Reason: Ian White.Ian White - 1978 - Royal Institute of Philosophy Supplement 12:110-139.
    From the time of its clearest origins with Pascal, the theory of probabilities seemed to offer means by which the study of human affairs might be reduced to the same kind of mathematical discipline that was already being achieved in the study of nature. Condorcet is to a great extent merely representative of the philosophers of the seventeenth and eighteenth centuries who were led on by the prospect of developing moral and political sciences on the pattern of the natural sciences, (...)
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  26.  24
    Education and the Body: Prolegomena.Robin Barrow - 2008 - British Journal of Educational Studies 56 (3):272-285.
    There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides an alternative route to knowledge, if so of what. For example, (...)
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  27.  22
    Does the Question "What Is Education?" Make Sense?Robin Barrow - 1983 - Educational Theory 33 (3-4):191-195.
  28. Response: Ian Barbour on Typologies.”.Ian G. Barbour - 2002 - Zygon 37:345-359.
  29.  51
    Sir Ian McKellen's Film Diary.Ian McKellen - 2002 - The Chesterton Review 28 (1/2):207-210.
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  30. Ian Parker’s Preface to the Slovenian Edition of Slavoj Žižek: A Critical Introduction.Ian Parker - 2009 - International Journal of Žižek Studies 3 (2).
     
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  31. Understanding Skills Thinking, Feeling, and Caring.Robin Barrow - 1990
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  32.  7
    Skill Talk.Robin Barrow - 1987 - Philosophy of Education 21 (2):187-195.
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  33. On Ian Hacking’s Notion of Style of Reasoning.Luca Sciortino - 2017 - Erkenntnis 82 (2):243-264.
    The analytical notion of ‘scientific style of reasoning’, introduced by Ian Hacking in the middle of the 1980s, has become widespread in the literature of the history and philosophy of science. However, scholars have rarely made explicit the philosophical assumptions and the research objectives underlying the notion of style: what are its philosophical roots? How does the notion of style fit into the area of research of historical epistemology? What does a comparison between Hacking’s project on styles of thinking and (...)
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  34. Rewriting the Soul: Multiple Personality and the Sciences of Memory.Ian Hacking - 1995 - Princeton University Press.
    Here the distinguished philosopher Ian Hacking uses the MPD epidemic and its links with the contemporary concept of child abuse to scrutinize today's moral...
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  35.  44
    The Specimen Dealer: Entrepreneurial Natural History in America's Gilded Age. [REVIEW]Mark V. Barrow - 2000 - Journal of the History of Biology 33 (3):493 - 534.
    The post-Civil War American natural history craze spawned a new institution -- the natural history dealer -- that has failed to receive the historical attention it deserves. The individuals who created these enterprises simultaneously helped to promote and hoped to profit from the burgeoning interest in both scientific and popular specimen collecting. At a time when other employment and educational prospects in natural history were severely limited, hundreds of dealers across the nation provided encouragement, specimens, publication outlets, training opportunities, and (...)
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  36.  20
    Common Schooling and the Need for Distinction.Robin Barrow - 2007 - Journal of Philosophy of Education 41 (4):559–573.
  37.  17
    Common Schooling and the Need for Distinction.Robin Barrow - 2007 - Philosophy of Education 41 (4):559-573.
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  38. The Emergence of Probability.Ian Hacking - 1995 - Cambridge: Cambridge University Press.
    Ian Hacking here presents a philosophical critique of early ideas about probability, induction and statistical inference and the growth of this new family of ...
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  39. Beyond Liberal Education: Essays in Honour of Paul H. Hirst.Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) - 1993 - Routledge.
    This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to (...)
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  40. Epistemic Injustice in Healthcare: A Philosophical Analysis.Ian James Kidd & Havi Carel - 2014 - Medicine, Health Care and Philosophy 17 (4):529-540.
    In this paper we argue that ill persons are particularly vulnerable to epistemic injustice in the sense articulated by Fricker. Ill persons are vulnerable to testimonial injustice through the presumptive attribution of characteristics like cognitive unreliability and emotional instability that downgrade the credibility of their testimonies. Ill persons are also vulnerable to hermeneutical injustice because many aspects of the experience of illness are difficult to understand and communicate and this often owes to gaps in collective hermeneutical resources. We then argue (...)
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  41. Logic of Statistical Inference.Ian Hacking - 1976 - Cambridge University Press.
    One of Ian Hacking's earliest publications, this book showcases his early ideas on the central concepts and questions surrounding statistical reasoning. He explores the basic principles of statistical reasoning and tests them, both at a philosophical level and in terms of their practical consequences for statisticians. Presented in a fresh twenty-first-century series livery, and including a specially commissioned preface written by Jan-Willem Romeijn, illuminating its enduring importance and relevance to philosophical enquiry, Hacking's influential and original work has been revived for (...)
     
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  42. Plato, Utilitarianism and Education.Robin Barrow - 1975 - Routledge and Kegan Paul.
    Introduction I i Plato's critics The view that I shall put forward is that utilitarianism is the only acceptable ethical theory and that this was recognised ...
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  43.  28
    Language and Character.Robin Barrow - 2004 - Arts and Humanities in Higher Education 3 (3):267-279.
    Recent empirical research into the brain, while reinforcing the view that we are extensively ‘programmed’, does not refute the idea of a distinctive human mind. The human mind is primarily a product of the human capacity for a distinctive kind of language. Human language is thus what gives us our consciousness, reasoning capacity and autonomy. To study and understand the human, however, is ultimately a task beyond empirical disciplines such as psychology. Literature is the repository of wisdom relating to humanity (...)
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  44.  7
    Newton, Barrow and the Hypothetical Physics.Robert Kargon - 1966 - Centaurus 11 (1):46-56.
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  45.  17
    Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory.Robin Barrow - 1986 - British Journal of Educational Studies 34 (1):109-111.
  46. Equal Opportunity and Newcomb’s Problem.Ian Wells - 2019 - Mind 128 (510):429-457.
    The 'Why ain'cha rich?' argument for one-boxing in Newcomb's problem allegedly vindicates evidential decision theory and undermines causal decision theory. But there is a good response to the argument on behalf of causal decision theory. I develop this response. Then I pose a new problem and use it to give a new 'Why ain'cha rich?' argument. Unlike the old argument, the new argument targets evidential decision theory. And unlike the old argument, the new argument is sound.
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  47. There Is No Knowledge From Falsehood.Ian Schnee - 2015 - Episteme 12 (1):53-74.
    A growing number of authors defend putative examples of knowledge from falsehood (KFF), inferential knowledge based in a critical or essential way on false premises, and they argue that KFF has important implications for many areas of epistemology (whether evidence can be false, the Gettier debate, defeasibility theories of knowledge, etc.). I argue, however, that there is no KFF, because in any supposed example either the falsehood does not contribute to the knowledge or the subject lacks knowledge. In particular, I (...)
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  48.  8
    Does the Question “What Is Education?” Make Sense?Robin Barrow - 1983 - Educational Theory 33 (3-4):191-195.
  49.  6
    Misdescribing a Cow: The Question of Conceptual Correctness.Robin Barrow - 1985 - Educational Theory 35 (2):205-207.
  50.  18
    Radical Education: A Critique of Freeschooling and Deschooling.Robin Barrow - 1978 - M. Robertson.
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