Results for 'John Bentley White'

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  1.  13
    Pursuit of Bodily Excellence: Paul Weiss’s Platonic Imagination of Sports.John Bentley White - 2013 - Sport, Ethics and Philosophy 7 (4):391-411.
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  2.  23
    Sacramentally Imagining Sports as a Form of Worship: Reappraising Sport as a Gesture of God.John Bentley White - 2018 - Sport, Ethics and Philosophy 12 (1):94-114.
    We live in a world in which God is made known in and through God’s material works, which are other than himself. That is, they are signs of God’s presence whether in the natural world or the world we structure, as God’s image bearers, in our practices, rituals, and the stuff we make. The Christian tradition holds that the created order and human creativity witness to God, because creation is suffused with God’s presence. A sacramental understanding of sports aims to (...)
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  3.  15
    Knowing and the Known.Max Black, John Dewey & Arthur J. Bentley - 1950 - Philosophical Review 59 (2):269.
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  4. Interaction and Transaction.John Dewey & Arthur F. Bentley - 1946 - Journal of Philosophy 43 (19):505-517.
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  5.  31
    Definition.John Dewey & Arthur F. Bentley - 1947 - Journal of Philosophy 44 (11):281-306.
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  6. John Dewey and Arthur F. Bentley a Philosophical Correspondence, 1932-1951.John Dewey, Jules Altman, Arthur Fisher Bentley & Sidney Ratner - 1964 - Rutgers University Press.
     
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  7.  28
    Transactions as Known and Named.John Dewey & Arthur F. Bentley - 1946 - Journal of Philosophy 43 (20):533-551.
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  8.  42
    Postulations.John Dewey & Arthur F. Bentley - 1945 - Journal of Philosophy 42 (24):645-662.
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  9.  32
    A Terminology for Knowings and Knowns.John Dewey & Arthur F. Bentley - 1945 - Journal of Philosophy 42 (9):225-247.
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  10.  38
    Concerning a Vocabulary for Inquiry Into Knowledge.John Dewey & Arthur F. Bentley - 1947 - Journal of Philosophy 44 (16):421-434.
  11. Essays in Experimental Logic.John Dewey, Arthur F. Bentley & Sidney Ratner - 1955 - Philosophy of Science 22 (2):168-171.
     
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  12. Knowing and the Known.John Dewey & Arthur F. Bentley - 1952 - Philosophy 27 (102):263-265.
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  13.  27
    Specification.John Dewey & Arthur F. Bentley - 1946 - Journal of Philosophy 43 (24):645-663.
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  14.  86
    How to Model an Institution.John W. Mohr & Harrison C. White - 2008 - Theory and Society 37 (5):485-512.
  15.  44
    Toward the Feminine Firm: An Extension to Thomas White.John Dobson & Judith White - 1995 - Business Ethics Quarterly 5 (3):463-478.
    This paper concerns the influence of gender on a firm’s moral and economic performance. It supports Thomas White’s intimation of a male gender bias in the value system underlying extant business theory. We suggest that this gender bias may be corrected by drawing on the concept of substantive rationality inherent in virtue-ethics theory. This feminine-oriented relationship-based value system complements the essential nature of the firm as a nexus of relationships between stakeholders. Not only is this feminine firm morally desirable, (...)
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  16.  31
    Toward the Feminine Firm: An Extension to Thomas White.John Dobson & Judith White - 1995 - Business Ethics Quarterly 5 (3):463-478.
    This paper concerns the influence of gender on a firm’s moral and economic performance. It supports Thomas White’s intimation of a male gender bias in the value system underlying extant business theory. We suggest that this gender bias may be corrected by drawing on the concept of substantive rationality inherent in virtue-ethics theory. This feminine-oriented relationship-based value system complements the essential nature of the firm as a nexus of relationships between stakeholders. Not only is this feminine firm morally desirable, (...)
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  17.  1
    White Bias in 3–7-Year-Old Children Across Cultures.Bentley Gibson, Erin Robbins & Philippe Rochat - 2015 - Journal of Cognition and Culture 15 (3-4):344-373.
    In three studies we report data confirming and extending the finding of a tendency toward a White preference bias by young children of various ethnic backgrounds. European American preschoolers who identify with a White doll also prefer it to a Black doll. In contrast, same age African American children who identify with a Black doll do not show a significant preference for it over a White doll. These results are comparable in African American children attending either a (...)
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  18.  47
    The Curriculum and the Child: The Selected Works of John White.John White (ed.) - 2005 - Routledge.
    In the World Library of Educationalists series, international experts themselves compile career- long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/practical contributions-so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. Emeritus Professor John White has spent the last 35 years researching, thinking (...)
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  19. 11 Plants, Polygraphs, and Paraphysics John White.John White - 1974 - In John Warren White (ed.), Frontiers of Consciousness: The Meeting Ground Between Inner and Outer Reality. Julian Press. pp. 185.
     
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  20.  64
    White, From Page One.John A. White - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (2):18-23.
  21. Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling.John White - 2011 - Routledge.
     
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  22.  33
    The Aims of Education Restated.John White - 1983 - British Journal of Educational Studies 31 (1):71-73.
  23.  7
    Whose Music? A Sociology of Musical Languages.Arnold Bentley, John Shepherd, Phil Virden, Graham Vulliamy & Trevor Wishart - 1978
  24.  38
    Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.
  25.  25
    From Bentley to the Victorians: The Rise and Fall of British Newtonian Natural Theology.John Gascoigne - 1988 - Science in Context 2 (2):219-256.
  26.  25
    Moral Education and Education in Altruism: Two Replies to Michael Hand.John White - 2016 - Journal of Philosophy of Education 50 (3):448-460.
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...)
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  27. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
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  28. What Schools Are for and Why.John White - 2007 - Philosophy of Education Society of Great Britain IMPACT pamphlet No 14.
    In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...)
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  29.  41
    Indoctrination and Systems: A Reply to Rebecca Taylor.John White - 2017 - Journal of Philosophy of Education 51 (4):760-768.
    This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.
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  30. Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...)
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  31.  3
    Educational Theory and Its Foundation Disciplines.John White & P. H. Hirst - 1984 - British Journal of Educational Studies 32 (3):265.
  32.  52
    Justifying Private Schools.John White - 2016 - Journal of Philosophy of Education 50 (4):496-510.
    The paper looks at arguments for and against private schools, first in general and then, at greater length, in their British form. Here it looks first at defences against the charge that private schooling is unfair, discussing on the way problems with equality as an intrinsic value and with instrumental appeals to greater equality, especially in access to university and better jobs. It turns next to charges of social exclusiveness, before looking in more detail at claims about the dangers private (...)
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  33. Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...)
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  34.  41
    Elizabeth Anderson Interviewed by John White.Elizabeth Anderson & John White - 2019 - Journal of Philosophy of Education 53 (1):5-20.
  35.  17
    Serial Programming for Saccades: Does It All Add Up?John M. Findlay & Sarah J. White - 2003 - Behavioral and Brain Sciences 26 (4):483-484.
    This commentary analyses the quantitative parameters of Reichle et al.'s model, using estimates when explicit information is not provided. The analysis highlights certain features that appear to be necessary to make the model work and ends by noting a possible problem concerning the variability associated with oculomotor programming.
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  36. The Tabula of Cebes, Society of Biblical Literature, Texts and Translations, 24; Graeco-Roman Religion Series, 7.John T. Fitzgerald & L. Michael White - 1984 - Apeiron 18 (1):74-75.
     
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  37.  47
    Biomedical Ethics and an Ethics Consultation Service at the University of Virginia.John C. Fletcher, Margo L. White & Philip J. Foubert - 1990 - HEC Forum 2 (2):89-99.
  38. Essays in Natural History and Philosophy. Containing a Series of Discoveries, by the Assistance of Microscopes.John Hill, Whiston, Benjamin White, Paul Vaillant & Lockyer Davis - 1752 - Printed for J. Whiston and B. White, at Mr. Boyle's Head in Fleetstreet; P. Vaillant, in the Strand; and L. Davis, at Lord Bacon's Head in Fleetstreet.
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  39.  32
    Education and the End of Work: A New Philosophy of Work and Learning.John White - 1997 - Cassell.
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
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  40.  62
    The Dishwasher's Child: Education and the End of Egalitarianism.John White - 1994 - Journal of Philosophy of Education 28 (2):173–182.
  41.  13
    Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Philosophy of Education 41 (1):17-28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy‐making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally‐relative ones, drawing attention to the proliferating (...)
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  42.  45
    Autonomy, Human Flourishing and the Curriculum.John White - 2006 - Journal of Philosophy of Education 40 (3):381–390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject‐centred curriculum; the role of conjecture in the argument for state‐funded faith‐based schools; and a defence of education (...)
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  43.  16
    Autonomy, Human Flourishing and the Curriculum.John White - 2006 - Philosophy of Education 40 (3):381-390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject‐centred curriculum; the role of conjecture in the argument for state‐funded faith‐based schools; and a defence of education (...)
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  44.  17
    Education, the Market and the Nature of Personal Well–Being.John White - 2002 - British Journal of Educational Studies 50 (4):442 - 456.
    A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.
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  45.  6
    The Birth and Rebirth of Pictorial Space.John White - 1958 - Journal of Aesthetics and Art Criticism 17 (1):130-131.
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  46.  6
    The Dishwasher's Child: Education and the End of Egalitarianism.John White - 1994 - Philosophy of Education 28 (2):173-182.
    This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.
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  47.  54
    John Rawls, Peirce's Notion of Truth, and White's Holistic Pragmatism.Daniele Botti - 2014 - History of Political Thought 35 (2):345-377.
    For the first time in print, this article reports passages from John Rawls’s graduate papers and annotations on books and manuscripts from his personal library. The analysis of this material shows the historical inaccuracy of the widespread assumption that Rawls’s philosophy owes very little to American pragmatism. Peirce’s notion of truth, as well as the holistic critique of pragmatism thatMortonWhite began in the late 1940s, prove significant at the very beginning of Rawls’s philosophical enterprise. In the light of this (...)
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  48.  37
    Patriotism Without Obligation.John White - 2001 - Journal of Philosophy of Education 35 (1):141–151.
  49.  31
    The Role of Policy in Philosophy of Education: An Argument and an Illustration.John White - 2012 - Journal of Philosophy of Education 46 (4):503-515.
    The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future of the (...)
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  50.  32
    Philosophy in Primary Schools?John White - 2012 - Journal of Philosophy of Education 46 (3):449-460.
    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from the classroom. (...)
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