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John Clark [31]John A. Clark [21]John P. Clark [16]John Maurice Clark [9]
John R. Clark [9]John G. Clark [3]John Michael Clark [2]John Bates Clark [2]

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John Clark
University of Sydney
  1.  32
    Social Control of Business.John Maurice Clark - 1926 - International Journal of Ethics 37 (1):101-102.
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  2.  32
    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.  2
    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polemics with leading thinkers, drawn from sources as diverse as scholarly articles, correspondence, TV interviews and unpublished exchanges.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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  4.  37
    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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  5.  51
    On Taoism and Politics.John P. Clark - 1983 - Journal of Chinese Philosophy 10 (1):65-87.
  6. Social Ecology: A Philosophy of Dialectical Naturalism.John Clark - forthcoming - Environmental Philosophy.
  7.  53
    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.  75
    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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  9.  11
    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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  10.  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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  11.  81
    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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  12.  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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  13.  58
    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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  14.  18
    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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  15.  29
    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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  16.  46
    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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  17.  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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  18.  45
    The Theory Movement in Educational Administration and the Administrative Reform of New Zealand Education: Are There Any Parallels to Be Drawn?John A. Clark - 1993 - Educational Philosophy and Theory 25 (2):21-30.
  19. Embodying Diversity: Identity, (Bio)Diversity & Sexuality.Julie Byrne, John Michael Clark & Michael L. Stemmeler (eds.) - 1995 - Monument Press.
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  20.  7
    A Defiant Celebration: Theological Ethics & Gay Sexuality.John Michael Clark - 1990 - Tangelwüld Press.
  21. Book Review. [REVIEW]John Clark - 1991 - Journal of the American Oriental Society 111 (1):200-201.
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  22. Books Received. [REVIEW]John Maurice Clark - 1936 - Ethics 47:268.
     
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  23. Cinq images de Shelley qui ont fasciné Bachelard.John G. Clark - 1984 - Revue Internationale de Philosophie 38 (3):287.
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  24. Employment Policy in a Divided World.John Maurice Clark - forthcoming - Social Research: An International Quarterly.
  25. Gaston Bachelard et la "réalité" des métaphores alchimiques.John G. Clark - 1986 - Cahiers Internationaux de Symbolisme.
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  26. Hereditary Inequality.John E. Clark - 2000 - In Marcia-Anne Dobres & John E. Robb (eds.), Agency in Archaeology. Routledge. pp. 92.
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  27. Introduction to Political Ecology.John Clark - forthcoming - Environmental Philosophy.
  28. Leaning Tower of PESA.John Clark - 2009 - Educational Philosophy and Theory 41 (7):808-810.
  29. Marx, Bakunin and the Problem of Social Transformation.John Clark - 1979 - Telos: Critical Theory of the Contemporary 42:80.
     
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  30. Murray Bookchin, "Towards an Ecological Society".John Clark - 1982 - Telos: Critical Theory of the Contemporary 52:224.
     
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  31. Murray Bookchin, "The Ecology of Freedom: The Emergence and Dissolution of Hierarchy".John Clark - 1983 - Telos: Critical Theory of the Contemporary 57:226.
     
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  32. Minding Nature: The Philosophers of Ecology. [REVIEW]John Clark - 1998 - Environmental Ethics 20 (2):199-202.
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  33. Notes.John Maurice Clark - 1936 - Ethics 47:270.
     
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  34. Opening Zion: A Scrapbook of the National Park's First Official Tourists.John Clark & Melissa Clark - 2010 - Bonneville Books.
    Part fashion spread, part adventure guide, and all Utah cultural treasure, this book is a stunning visual record of six female Univeristy of Utah students who explored Zion National Park in 1920 as its first official tourists.
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  35. Preface to Social Economics. By Ordway Tead. [REVIEW]John Maurice Clark - 1936 - Ethics 47:263.
     
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  36. Review of David Macauley, Ed. Minding Nature: The Philosophers of Ecology. [REVIEW]John Clark & David Macauley - 1998 - Environmental Ethics 20.
  37. Review of Max Stirner's "The Nihilistic Egoist" and "The Ego and His Own". [REVIEW]John T. Clark - 1974 - Pacific Philosophical Quarterly 55 (1):65.
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  38. The Dialectical Social Geography of Elisée Reclus.John Clark - 1997 - Philosophy and Geography 1:117-142.
     
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  39. The Ethical Basis of Economic Freedom.John Maurice Clark - 1955 - [C. K. Kazanjian Economics Foundation,].
     
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  40. The Mask of Enlightenment: Nietzsche's Zarathustra.John F. Clark - 2004 - Yale University Press.
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  41. The Place of Alchemy in Bachelard's Oneiric Criticism.John G. Clark - 1989 - In Mary McAllester Jones (ed.), The Philosophy and Poetics of Gaston Bachelard. University Press of America. pp. 133--47.
     
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  42. The Student Seeks an Answer.John Alden Clark - 1960 - Waterville, Me., Colby College Press.
     
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  43. The Life and Character of Mr. John Locke, Author of the Essay Concerning Humane Understanding.Jean Le Clerc, John Clark & J. Nutts - 1706 - Printed for John Clark at the Bible and Crown in the Old Change Near St. Paul's. And Are to Be Had at J. Nutts Near Stationers-Hall.
     
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  44. Et Terris Iactatus Et Alto: The Art of Seneca's Epistle LIII.Anna Lydia Motto & John R. Clark - 1971 - American Journal of Philology 92 (2):217.
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  45.  34
    Evolving Intrusion Detection Rules on Mobile Ad Hoc Networks.Sevil Şen & John A. Clark - 2008 - In Tu-Bao Ho & Zhi-Hua Zhou (eds.), Pricai 2008: Trends in Artificial Intelligence. Springer. pp. 1053--1058.
  46.  34
    Bad Mouth.John R. Clark & Anna Lydia Motto - 1980 - Thought: Fordham University Quarterly 55 (2):240-244.
  47. Towards a Better Explanation of Hereditary Inequality: A Critical Assessment of Natural and Historic Human Agents.John E. Clark - 2000 - In Marcia-Anne Dobres & John E. Robb (eds.), Agency in Archaeology. Routledge. pp. 92--112.
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  48.  46
    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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  49.  15
    ‘Post-Truth’: Political Death of the Expert.John Clark - 2018 - Educational Philosophy and Theory 50 (14):1350-1351.
  50.  31
    Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions.John A. Clark - 2006 - Educational Philosophy and Theory 38 (3):391–405.
    Postmodernism has established a significant hold in educational thought and some of the most important ideas are to be found in the writings of Michael Peters. This paper examines his postmodern stance and use of Lyotard's account of knowledge, and from a naturalist point of view raises a number of objections centred on science as a metanarrative, the unity of the empirical and the evaluative, and reason, truth and the growth of knowledge. It is concluded that postmodern epistemology, unlike naturalism, (...)
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