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John Clark [30]John A. Clark [21]John P. Clark [16]John Maurice Clark [9]
John R. Clark [9]John G. Clark [3]John Alden Clark [2]John E. Clark [2]

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John Clark
University of Sydney
  1.  27
    Social Control of Business.John Maurice Clark - 1926 - International Journal of Ethics 37 (1):101-102.
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  2.  29
    Does Philosophy of Education Have a Future?John A. Clark - 2015 - Educational Philosophy and Theory 47 (9):863-869.
    The apparently simple question, ‘Does philosophy of education have a future?’, is without a simple answer. Like so many other questions, it all depends on what we mean, and in this case, what we mean by the expression ‘philosophy of education’. I shall look at it in all of three ways: as a social institution, as an academic activity and as an intellectual pursuit. By doing so, it will become evident that consideration of each of them in turn will give (...)
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  3.  35
    Philosophy, Neuroscience and Education.John Clark - 2015 - Educational Philosophy and Theory 47 (1):36-46.
    This short note takes two quotations from Snooks’ recent editorial on neuroeducation and teases out some further details on the philosophy of neuroscience and neurophilosophy along with consideration of the implications of both for philosophy of education.
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  4.  47
    On Taoism and Politics.John P. Clark - 1983 - Journal of Chinese Philosophy 10 (1):65-87.
  5.  23
    Winch on Learning.John Clark - 2017 - Educational Philosophy and Theory 49 (1):58-67.
    Those in education committed to folk psychology reject the advances of neuroscience as the way to explain learning. Winch is one of the most determined defenders of folk psychology. Yet his account of folk psychology is weak and his rejection of neuroscience is deeply flawed. This article sets out Winch’s Wittgensteinian theory of learning then proceeds to critically examine a number of issues, including the folk psychology/cognitive science dualism, problems with folk psychology, the advantages of cognitive science and why folk (...)
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  6.  71
    A Social Ecology.John P. Clark - unknown
    community reflecting on itself, uncovering its history, exploring its present predicament, and contemplating its future. [2] One aspect of this awakening is a process of philosophical reflection. As a philosophical approach, a social ecology investigates the ontological, epistemological, ethical and political dimensions of the relationship between the social and the ecological, and seeks the practical wisdom that results from such reflection. It seeks to give us, as beings situated in the course of real human and natural history, guidance in facing (...)
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  7.  47
    Capabilities Theory and the Limits of Liberal Justice: On Nussbaum’s Frontiers of Justice. [REVIEW]John P. Clark - 2008 - Human Rights Review 10 (4):583-604.
    In Frontiers of Justice, Martha Nussbaum applies the “Capabilities Approach,” which she calls “one species of a human rights approach,” to justice issues that have in her view been inadequately addressed in liberal political theory. These issues include rights of the disabled, rights that transcend national borders, and animal rights issues. She demonstrates the weakness of Rawlsianism, contractualism in general, and much of the Kantian tradition in moral philosophy and shows the need to move beyond the limitations of narrow rationalism, (...)
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  8.  3
    Philosophy of Education in Today’s World and Tomorrow's: A View From ‘Down Under’.John Clark - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (1):21-30.
    In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline (...)
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  9.  26
    Explaining Learning: From Analysis to Paralysis to Hippocampus.John Clark - 2005 - Educational Philosophy and Theory 37 (5):667–687.
    This paper seeks to explain learning by examining five theories of learning—conceptual analysis, behavioural, constructivist, computational and connectionist. The first two are found wanting and rejected. Piaget's constructivist theory offers a general explanatory framework but fails to provide an adequate account of the empirical mechanisms of learning. Two theories from cognitive science offering rival explanations of learning are finally considered; it is argued that the brain is not like a computer so the computational model is rejected in favour of a (...)
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  10.  53
    Social Justice, Education and Schooling: Some Philosophical Issues.John A. Clark - 2006 - British Journal of Educational Studies 54 (3):272-287.
    Social justice is a key concept in current education policy and practice. It is, however, a problematic one in its application to schooling. This paper begins with a critique of the account of social justice offered by Gewirtz followed by an alternative philosophical notion based on the perfect world argument and the just society where equality is to the fore. This leads on to an exploration of what it is to be an educated citizen, consideration of the just school and (...)
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  11.  27
    The Place of Philosophy in the Training of Teachers: Peters Revisited.John A. Clark - 2013 - Educational Philosophy and Theory 45 (2):128-141.
    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in Peters? time there, (...)
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  12.  17
    Explaining Learning: From Analysis to Paralysis to Hippocampus.John Clark - 2005 - Educational Philosophy and Theory 37 (5):667-687.
    This paper seeks to explain learning by examining five theories of learning—conceptual analysis, behavioural, constructivist, computational and connectionist. The first two are found wanting and rejected. Piaget's constructivist theory offers a general explanatory framework but fails to provide an adequate account of the empirical mechanisms of learning. Two theories from cognitive science offering rival explanations of learning are finally considered; it is argued that the brain is not like a computer so the computational model is rejected in favour of a (...)
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  13.  69
    Marx’s Inorganic Body.John P. Clark - 1989 - Environmental Ethics 11 (3):243-258.
    Attempts to find an authentically ecological outlook in Marx’s philosophy of nature are ultimately unsuccessful. Although Marx does at times point the way toward a truly ecological dialectic, he does not himself follow that way. Instead, he proposes a problematic of technological liberation and mastery of nature that preserves many of the dualisms of that tradition of domination with which he ostensibly wishes to break.
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  14.  42
    How Wide is Deep Ecology?John Clark - 1996 - Inquiry: An Interdisciplinary Journal of Philosophy 39 (2):189 – 201.
    Arne Naess's ?rules of Gandhian nonviolence? might usefully be applied to recent debates in ecophilosophy. The ?radical ecologies? have increasingly been depicted as mutually exclusive alternatives lacking any common ground, and many of the hostile and antagonistic attitudes that Naess cautions against have become prevalent. Naess suggests, however, that fundamental differences concerning theory and practice can coexist with a respect for one's opponents, an openness to the views of others, and a commitment to cooperation in the pursuit of mutually held (...)
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  15.  2
    Max Stirner's Egoism.John P. Clark - 1976 - Freedom Press.
    A major essay on the basis of individualist thought, with reference to the major influence of Stirner.
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  16. Philosophy and Geography I: Space, Place, and Environmental Ethics.Andrew Light, Jonathan M. Smith, Annie L. Booth, Robert Burch, John Clark, Anthony M. Clayton, Matthew Gandy, Eric Katz, Roger King, Roger Paden, Clive L. Spash, Eliza Steelwater, Zev Trachtenberg & James L. Wescoat - 1996 - Rowman & Littlefield Publishers.
    The inaugural collection in an exciting new exchange between philosophers and geographers, this volume provides interdisciplinary approaches to the environment as space, place, and idea. Never before have philosophers and geographers approached each other's subjects in such a strong spirit of mutual understanding. The result is a concrete exploration of the human-nature relationship that embraces strong normative approaches to environmental problems.
     
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  17.  3
    Seneca, a Critical Bibliography, 1900-1980: Scholarship on His Life, Thought, Prose, and Influence.Anna Lydia Motto & John R. Clark - 1989 - Adolf M Hakkert.
  18.  34
    The Great Living System: The World as the Body of God.John Ruskin Clark - 1974 - Zygon 9 (1):57-93.
  19.  31
    Lectures on Ideology and Utopia.John P. Clark - 1990 - Social Philosophy Today 4:438-439.
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  20.  5
    Social Control of Business. By J. H. Tufts. [REVIEW]John Maurice Clark - 1926 - Ethics 37:101.
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  21. Philosophical Dialogues: Arne Naess and the Progress of Philosophy.Peder Anker, Per Ariansen, Alfred J. Ayer, Murray Bookchin, Baird Callicott, John Clark, Bill Devall, Fons Elders, Paul Feyerabend, Warwick Fox, William C. French, Harold Glasser, Ramachandra Guha, Patsy Hallen, Stephan Harding, Andrew Mclaughlin, Ivar Mysterud, Arne Naess, Bryan Norton, Val Plumwood, Peter Reed, Kirkpatrick Sale, Ariel Salleh, Karen Warren, Richard A. Watson, Jon Wetlesen & Michael E. Zimmerman (eds.) - 1999 - Rowman & Littlefield Publishers.
    The volume documents, and makes an original contribution to, an astonishing period in twentieth-century philosophy—the progress of Arne Naess's ecophilosophy from its inception to the present. It includes Naess's most crucial polemics with leading thinkers, drawn from sources as diverse as scholarly articles, correspondence, TV interviews and unpublished exchanges. The book testifies to the skeptical and self-correcting aspects of Naess's vision, which has deepened and broadened to include third world and feminist perspectives. Philosophical Dialogues is an essential addition to the (...)
     
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  22.  11
    Playing the Game.Phillip J. Brooke, Richard F. Paige, John A. Clark & Susan Stepney - 2004 - Acm Sigcas Computers and Society 34 (2):3.
    A broad range of interactive and distributed systems are essentially virtual worlds; these include examples such as multiplayer games, and even operating systems. They enable the formation and maintenance of virtual societies, which must be healthy in order to be prosperous and useful. We describe properties, inspired by writings on law and psychology, that we use to define the notion of fairness, which is an essential characteristic of a healthy society. By using multiplayer gaming as a running example, we discuss (...)
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  23.  24
    A Definition of the Good.John A. Clark - 1936 - Journal of Philosophy 33 (16):421-437.
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  24.  12
    An Ethical Definition of Community.John A. Clark - 1937 - International Journal of Ethics 47 (2):143-162.
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  25.  3
    An Ethical Definition of Community.John A. Clark - 1936 - Ethics 47 (2):143.
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  26.  6
    An Ethical Definition of Community.John A. Clark - 1937 - International Journal of Ethics 47 (2):143-162.
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  27.  9
    An Ethical Objective Relativism.John A. Clark - 1940 - Philosophical Review 49 (5):515-535.
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  28. Anarkismi Ja Nykymaailman Kriisi.John P. Clark - manuscript
    Elämme historian vaihetta, jossa uuden poliittisen visioinnin tarve on tulossa polttavan kiireelliseksi. Tyytymättömyys perinteisiä poliittisia vaihtoehtoja kohtaan ja uskon puute muodollista demokratiaa kohtaan kasvavat teollistuneissa länsimaissa. Tyytymättömyys on toistaiseksi näkynyt ennen kaikkea epäpolitisoitumisena, johon on sisältynyt dramaattinen luottamuksen menetys suhteessa poliittisiin puolueisiin sekä laajamittaista äänestämättä jättämistä. Idässä marxilaista oikeaoppisuutta haastaa toisinajattelun liikehdintä, joka ilmenee usein hiljaisena uskollisuuden ja yhteistyön hylkäämisenä, toisinaan taas dramaattisina aika ajoin toistuvina kapinoina. Lisäksi niin idässä kuin lännessäkin on kulttuurista vastarintaa, joka heikosti – mutta kenties profeetallisesti (...)
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  29.  13
    A New Copy of Caxton's Indulgence.John W. Clark - 1934 - Speculum 9 (3):301-303.
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  30.  93
    Aspects of Entanglement in Quantum Many-Body Systems.John W. Clark, Hessam Habibian, Aikaterini D. Mandilara & Manfred L. Ristig - 2010 - Foundations of Physics 40 (9-10):1200-1220.
    Knowledge of the entanglement properties of the wave functions commonly used to describe quantum many-particle systems can enhance our understanding of their correlation structure and provide new insights into quantum phase transitions that are observed experimentally or predicted theoretically. To illustrate this theme, we first examine the bipartite entanglement contained in the wave functions generated by microscopic many-body theory for the transverse Ising model, a system of Pauli spins on a lattice that exhibits an order-disorder magnetic quantum phase transition under (...)
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  31.  34
    Bad Mouth.John R. Clark & Anna Lydia Motto - 1980 - Thought: Fordham University Quarterly 55 (2):240-244.
  32. Book Review. [REVIEW]John Clark - 1991 - Journal of the American Oriental Society 111 (1):200-201.
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  33. Books Received. [REVIEW]John Maurice Clark - 1936 - Ethics 47:268.
     
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  34. Cinq images de Shelley qui ont fasciné Bachelard.John G. Clark - 1984 - Revue Internationale de Philosophie 38 (3):287.
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  35.  1
    Can Neuroscience and Education Bridge the ‘Is-Ought’ Gap?John Clark - 2018 - Proceedings of the XXIII World Congress of Philosophy 50:33-37.
    Neuroscience and education is a developing area which has come in for some serious philosophical scrutiny. One of the biggest and most intractable problems concerns the bridging of the ‘is-ought’ gap between the descriptive claims of neuroscience and the prescriptive aims of education. A distinction needs to be drawn between learning and education. Advances in neuroscience might tell us more about learning as a neural process such as where in the brain particular learnings might take place and how such learnings (...)
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  36.  45
    Conflicts of Interest Arising From the Prudent Investor Rule: Ethical Implications for Over-the-Counter Derivative Securities. [REVIEW]John M. Clark, Linda Ferrell & O. C. Ferrell - 2003 - Journal of Business Ethics 47 (2):165 - 173.
    The Prudent Investor Rule creates a potential ethical dilemma for investment advisors selling over-the-counter financial products issued by their firms. The "opportunity" to defraud investors using complex, over-the-counter derivative securities designed for client-specific risk management is much higher than for exchange traded securities. This paper emphasizes the ethical responsibility held by trustees and their organizations to eliminate potential conflict of interests through internal control and monitoring. Independent evaluations of the performance of investment advisors and independent appraisals of complex over-the-counter securities (...)
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  37.  29
    Ethics and the Social Sciences.John A. Clark - 1956 - Philosophical Quarterly 6 (23):121-135.
  38.  18
    Em Memoria Chico Mendes.John P. Clark - unknown
    On December 22, 1988, Chico Mendes, the leader of the struggle to preserve the Amazonian rainforest, stepped out of the back door of his house and was assassinated. Chico was a seringueiro, a rubber tapper who collects latex from the trees of the forest. He had a vision of the people of the rainforest living in balance with the natural world, supporting their communities through harvesting the natural, renewable forest products in a sustainable manner. It was for this vision that (...)
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  39. Employment Policy in a Divided World.John Maurice Clark - forthcoming - Social Research: An International Quarterly.
  40. Gaston Bachelard et la "réalité" des métaphores alchimiques.John G. Clark - 1986 - Cahiers Internationaux de Symbolisme.
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  41. Hereditary Inequality.John E. Clark - 2000 - In Marcia-Anne Dobres & John E. Robb (eds.), Agency in Archaeology. Routledge. pp. 92.
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  42.  11
    Intuition and Criticism in Ethics.John A. Clark - 1940 - Journal of Philosophy 37 (20):546-555.
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  43.  6
    Icon and Image in Modern Thai Art: A Preliminary Exploration.John Clark - 2011 - Contemporary Aesthetics.
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  44. Introduction to Political Ecology.John Clark - forthcoming - Environmental Philosophy.
  45.  4
    Lectures on Ideology and Utopia.John P. Clark - 1990 - Social Philosophy Today 4:438-439.
  46.  4
    Leaning Tower of Pesa.John Clark - 2009 - Educational Philosophy and Theory 41 (7):808-810.
  47. Leaning Tower of PESA.John Clark - 2009 - Educational Philosophy and Theory 41 (7):808-810.
  48.  11
    Modernism and Traditional Japanese-Style Painting.John Clark - 1989 - Semiotica 74 (1-2):43-60.
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  49. Marx, Bakunin and the Problem of Social Transformation.John Clark - 1979 - Telos: Critical Theory of the Contemporary 42:80.
     
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  50. Murray Bookchin, "Towards an Ecological Society".John Clark - 1982 - Telos: Critical Theory of the Contemporary 52:224.
     
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1 — 50 / 98