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Ian Wright [8]Ian P. Wright [3]
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Ian Wright
York University
  1.  67
    Towards a Design-Based Analysis of Emotional Episodes.Ian Wright, Aaron Sloman & Luc Beaudoin - 1996 - Philosophy, Psychiatry, and Psychology 3 (2):101-126.
    he design-based approach is a methodology for investigating mechanisms capable of generating mental phenomena, whether introspectively or externally observed, and whether they occur in humans, other animals or robots. The study of designs satisfying requirements for autonomous agency can provide new deep theoretical insights at the information processing level of description of mental mechanisms. Designs for working systems (whether on paper or implemented on computers) can systematically explicate old explanatory concepts and generate new concepts that allow new and richer interpretations (...)
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  2.  19
    Moral Reasoning and Conduct of Selected Elementary School Students.Ian Wright - 1978 - Journal of Moral Education 7 (3):199-205.
    Abstract In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ?delinquent? or ?non?delinquent? characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental??discussion of moral dilemmas; b) placebo??social studies games; c) control. A month later Kohlberg's instrument was readministered. Findings indicated that ?delinquents? and ?non?delinquents? differed significantly (p = .001) on moral reasoning (...)
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  3.  55
    A Conception of Practical Reasoning.Jerrold Coombs & Ian Wright - 1994 - Inquiry: Critical Thinking Across the Disciplines 14 (2):48-51.
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  4. Classical Econophysics.Allin F. Cottrell, Paul Cockshott, Gregory John Michaelson, Ian P. Wright & Victor Yakovenko - 2009 - Routledge.
    This monograph examines the domain of classical political economy using the methodologies developed in recent years both by the new discipline of econo-physics and by computing science. This approach is used to re-examine the classical subdivisions of political economy: production, exchange, distribution and finance. The book begins by examining the most basic feature of economic life – production – and asks what it is about physical laws that allows production to take place. How is it that human labour is able (...)
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  5. Classical Econophysics.Allin F. Cottrell, Paul Cockshott, Gregory John Michaelson, Ian P. Wright & Victor Yakovenko - 2009 - Routledge.
    This monograph examines the domain of classical political economy using the methodologies developed in recent years both by the new discipline of econo-physics and by computing science. This approach is used to re-examine the classical subdivisions of political economy: production, exchange, distribution and finance. The book begins by examining the most basic feature of economic life – production – and asks what it is about physical laws that allows production to take place. How is it that human labour is able (...)
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  6.  33
    Response to the Commentaries.Ian Wright, Aaron Sloman & Luc J. Beaudoin - 1996 - Philosophy, Psychiatry, and Psychology 3 (2):137-137.
  7.  11
    Moral Education: Problem Solving and Survival.Frank Simon & Ian Wright - 1974 - Journal of Moral Education 3 (3):241-248.
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  8.  10
    A Category-Mistake in the Classical Labour Theory of Value.Ian Wright - 2014 - Erasmus Journal for Philosophy and Economics 7 (1):27.
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  9.  48
    Critical Thinking in the Schools: Why Doesn't Much Happen?Ian Wright - 2002 - Informal Logic 22 (2).
    The teaching of critical thinking in public schooling is a central aim. Yet, despite its widespread acceptance in curriculum documents, critical thinking is rarely taught. Motivated by Onosko (1991), and by the efforts of some post-secondary instructors of critical thinking to get critical thinking taught in schools, I look at the recent literature on (a) critical thinking in the social studies, (b) definitions of, and programs in critical thinking, (c) teachers beliefs, and (d) the milieus in which teachers work. I (...)
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  10.  9
    Nonstandard Labour Values.Ian P. Wright - manuscript
    The standard definition of labour value assumes that capitalists abstain from consumption during the period of replacement. The nonstandard definition of labour value assumes that capitalists consume. Both the transformation problem and the problem of an invariable measure of value are necessary consequences of standard labour values. In contrast, nonstandard labour values resolve both classical contradictions.
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  11.  22
    Value/Moral Education in Canada: The Work of AVER.Ian Wright - 1976 - Journal of Moral Education 6 (1):32-35.
    Abstract The Association for Values Education and Research (AVER) is an interdisciplinary group of researchers located at the University of British Columbia. Focusing upon the competencies deemed necessary for a morally educated person, research, both conceptual and empirical, has been carried out. Teaching/learning units have been developed in order to expose students to value issues and to teach some of the processes of normative reasoning. Teachers have been trained to use some of the processes of values education and courses have (...)
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