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John B. Wilson [6]John T. Wilson [5]John R. Wilson [5]John R. S. Wilson [3]

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  1.  31
    Preface to the Philosophy of Education.John Wilson - 1979 - Routledge & Kegan Paul.
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  2. Love Between Equals: A Philosophical Study of Love and Sexual Relationships.John Wilson - 1995 - St. Martin's Press.
    Everyone loves something or somebody, and most people are concerned with loving another person like themselves, all equal. This book is based on the belief that getting clear about the concept and meaning of love between equals is essential for success in our practical lives. For how can we love properly unless we have a fairly clear idea of what love is? The book is written in ordinary language and for the ordinary person, without jargon or philosophical technicalities. It aims (...)
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  3. What Philosophy Can Do.John Wilson - 1986 - Barnes & Noble.
     
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  4. Public Speaking as a Liberal Art.John F. Wilson & Carroll C. Arnold - 1969 - Philosophy and Rhetoric 2 (2):114-115.
     
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  5.  85
    Does Equality (of Opportunity) Make Sense in Education?John Wilson - 1991 - Journal of Philosophy of Education 25 (1):27–32.
  6. A Preface to Morality.John Wilson - 1987 - Barnes & Noble.
    Nearly all writers on morality, including philosophers, have had something to sellóif only a partisan picture of what morality is. In this book the author sets out to examine and clarify the nature of morality from a strictly neutral standpoint and what kinds of virtues are required to do well in morality. As against those who associate morality primarily with action and will-power, he sees it more Platonically, as a matter of mental health and the ability to love. These notions (...)
     
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  7.  10
    The Effectiveness of Codes of Conduct.Alan Doig & John Wilson - 1998 - Business Ethics 7 (3):140–149.
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  8.  5
    In Darwin's Shadow: The Life and Science of Alfred Russel Wallace.Michael Shermer, John G. Wilson, Jane R. Camerini, Peter Raby, David Quammen & Andrew Berry - 2003 - Journal of the History of Biology 36 (2):385-403.
  9.  10
    Philosophy and Practical Education.John Wilson - 1977 - Routledge & Kegan Paul.
  10. Fantasy and Common Sense in Education.John Wilson - 1979
  11. Philosophy and Educational Research.John Wilson - 1972 - Windsor, National Foundation for Educational Research in England and Wales.
     
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  12. The Nature of Greek Overseas Settlements in the Archaic Period: Emporion or Apoikia?John Paul Wilson - 1997 - In Lynette G. Mitchell & P. J. Rhodes (eds.), The Development of the Polis in Archaic Greece. Routledge.
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  13.  2
    Being and Nonbeing: The Existential Foundations of the Sadistic Killer.John Graham Wilson - 2018 - Journal of Theoretical and Philosophical Psychology 38 (4):235-247.
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  14. Preface to the Philosophy of Education.John Wilson - 1981 - Mind 90 (360):618-619.
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  15. Reflection and Practice: Teacher Education and the Teaching Profession.John Wilson - 1993 - Althouse Press.
     
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  16.  13
    First Steps in Moral Education.John Wilson - 1996 - Journal of Moral Education 25 (1):85-91.
    Abstract Moral education has to be taken as ?education in morality?: that is, in a particular form of thought and life which has its own procedures of reason. We have to establish what these are, what equipment the morally educated person logically requires and, from that, how to assess such equipment and how to generate practical methods that enhance it. The main features of this are not difficult to understand: what stands in our way is certain kinds of psychological resistance (...)
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  17.  27
    Shame, Guilt and Moral Education.John Wilson - 2001 - Journal of Moral Education 30 (1):71-81.
    The concepts marked by "shame" and "guilt" are analysed briefly, and their merits and demerits as types of moral motivation reviewed. Both concepts appear as inexpellable from human life, although different cultures may weigh them differently and give them different contents. Each has certain advantages and disadvantages, but both may be paralysing rather than morally constructive. Various alternative motivations are considered, including fear and desire; and the conclusion is reached that the moral educator's prime task is to introduce children to (...)
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  18.  1
    The Effectiveness Of Codes Of Conduct.Alan Doig & John Wilson - 1998 - Business Ethics: A European Review 7 (3):140-149.
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  19.  5
    The Primacy of Authority.John Wilson - 1992 - Journal of Moral Education 21 (2):115-124.
    Abstract The concept of authority is primary and inescapable, and anterior to the opposition of particular values (such as law and order? versus freedom'). No human interaction is possible without authority. Problems about the legitimacy and scope of authority are discussed: particularly the legitimacy of compelling school attendance. Attention is drawn to the particular importance of authority in moral and political education.
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  20.  64
    Happiness.John Wilson - 1968 - Analysis 29 (1):13 - 21.
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  21.  19
    Concepts, Contestability and the Philosophy of Education.John Wilson - 1981 - Journal of Philosophy of Education 15 (1):3–15.
  22.  16
    Emotion and Object.John R. S. Wilson - 1972 - Cambridge University Press.
    A study in the philosophy of mind, centred on the problem of 'intentionality' the sense in which emotions can be said to have objects, their relation to these objects, and the implications of this relation for our understanding of human action and behaviour. Dr Wilson sets his enquiry against a broad historical background on what distinguishes man from inanimate objects by describing both Cartesian view of man is matter plus mind and the neo-Wittgensteinian view that there is a dynamic behavioural (...)
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  23.  53
    Can One Promise to Love Another?John Wilson - 1989 - Philosophy 64 (250):557 - 563.
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  24.  9
    Method, Content and Motivation in Moral Education.John Wilson & Barbara Cowell - 1987 - Journal of Moral Education 16 (1):31-36.
    Abstract Arguments about whether stress should be laid on content or on method in moral education are shown to be misguided: both are inextricably interlocked since morality is a complete form of life, partly concerned with action and partly with feeling. Proper motivation for moral education must display this form in the daily lives of the pupils, who will come to be morally educated only in so far as they share the form with those who love them and whom they (...)
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  25.  26
    Ontological Insecurity: A Guiding Framework for Borderline Personality Disorder.Tina Pietsch, John Wilson & Matthew McDonald - 2010 - Journal of Phenomenological Psychology 41 (1):85-105.
    The purpose of this inquiry is to explore the experience of Borderline Personality Disorder with the aim of developing a more liberating approach to its diagnosis and treatment. Eight participants diagnosed with Borderline Personality Disorder were recruited from a psychiatric hospital operated by the Surrey and Borders NHS Trust and an outpatient daycentre based in London, United Kingdom. A narrative approach to methodology was employed to collect and analyse the participants’ life-stories. Themes to emerge from the participant’s narratives were found (...)
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  26. Thinking with Concepts.John Wilson - 1969 - Cambridge: Cambridge University Press.
    In his preface Mr Wilson writes 'I feel that a great many adults … would do better to spend less time in simply accepting the concepts of others uncritically, and more time in learning how to analyse concepts in general'. Mr Wilson starts by describing the techniques of conceptual analysis. He then gives examples of them in action by composing answers to specific questions and by criticism of quoted passages of argument. Chapter 3 sums up the importance of this kind (...)
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  27. Social Theory.John Wilson - 1988 - Studies in Soviet Thought 35 (1):79-80.
     
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  28.  61
    Sartre and Cyber-Dissidence: The Groupe En Fusion and the Putative We-Subject.John G. Wilson - 2014 - Sartre Studies International 20 (1):17-35.
    Recently, social-media tools have been widely credited with igniting pervasive social upheavals in the Middle East, some of which brought down governments. This article explores the putative structure of such gatherings and considers new developments in what such collectives might be from a Sartrean perspective, in particular as mediated by the arrival of social media. A Sartrean perspective on the still indefinite composition of media collectives is offered under Sartre's concept of the groupe en fusion , yet still open to (...)
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  29.  2
    The Democratic Myth.John Wilson & Barbara Cowell - 1983 - Journal of Philosophy of Education 17 (1):111–117.
  30.  7
    Statement and Inference.John Cook Wilson - 1926 - Oxford University Press.
  31.  36
    Philosophy in the Classroom.John Wilson - 1977 - Teaching Philosophy 2 (3/4):390-392.
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  32.  5
    Is Education a Good Thing?John Wilson - 2002 - British Journal of Educational Studies 50 (3):327 - 338.
  33.  6
    Relativism and Teaching.John Wilson - 1986 - Journal of Philosophy of Education 20 (1):89–96.
  34.  12
    Seriousness and the Foundations of Education.John Wilson - 1998 - Educational Theory 48 (2):143-153.
  35. Educational Theory and the Preparation of Teachers.John Wilson & National Foundation for Educational Research in England and Wales - 1975
  36. Taking Education Seriously.John Wilson & Barbara Cowell - 1989
     
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  37. The Democratic Myth.John Wilson & Barbara Cowell - 1983 - Philosophy of Education 17 (1):111-117.
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  38.  1
    First-Order Characterization of the Radical of a Finite Group.John S. Wilson - 2009 - Journal of Symbolic Logic 74 (4):1429 - 1435.
    It is shown that there is a formula σ(g) in the first-order language of group theory with the following property: for every finite group G, the largest soluble normal subgroup of G consists precisely of the elements g of G such that σ(g) holds.
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  39.  2
    Philosophy and Practical Education.J. P. Tuck & John Wilson - 1979 - British Journal of Educational Studies 27 (1):84.
  40.  4
    A Minimal Ingroup Advantage in Emotion Identification Confidence.Steven G. Young & John Paul Wilson - 2018 - Cognition and Emotion 32 (1):192-199.
  41.  30
    Why Forgiveness Requires Repentance.John Wilson - 1988 - Philosophy 63 (246):534 - 535.
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  42.  8
    The Teaching Profession: A Case of Self-Mutilation.John Wilson - 1986 - Journal of Philosophy of Education 20 (2):245–250.
  43.  2
    The Inevitability of Certain Concepts (Including Education): A Reply to Robin Barrow.John Wilson - 1985 - Educational Theory 35 (2):203-204.
  44.  35
    First Steps in Teaching Philosophy.John Wilson - 1975 - Teaching Philosophy 1 (2):224-227.
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  45.  10
    Moral Education: Retrospect and Prospect.John Wilson - 1979 - Journal of Moral Education 9 (1):3-9.
    Abstract Progress in moral education depends chiefly on the rejection of fantasy. The philosophical basis must be understood: it involves (a) a non?partisan approach, and (b) grasp of moral methodology??we are to show pupils how to get the right answers. Research and development require a linear structure, beginning with (and controlled by) conceptual enquiry, then involving psychology and social science, and finally issuing in practical development. Moral education periods are needed in the school timetable. Education in morality must be distinguished (...)
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  46. Freedom and Discipline.John Wilson & Richard Smith - 1986 - British Journal of Educational Studies 34 (2):204.
  47.  5
    Motivation and Methodology in Moral Education.John Wilson - 1981 - Journal of Moral Education 10 (2):85-94.
    Abstract Two basic worries about moral education are considered. The first ?? whether there are or are not fundamental principles of reason and procedure which govern moral decision?making ?? is argued to be unnecessary, since there plainly are some such procedures. The second ?? how and in what direction pupils should be motivated to attend to such principles ?? is a more complex and difficult matter, which has to be tackled whatever one's particular philosophical views on morality. It is argued (...)
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  48.  4
    The Logic of Self-Involvement.John Wilson & Donald Evans - 1963 - Philosophical Quarterly 16 (65):426.
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  49.  33
    What is 'Teaching Philosophy'?John Wilson - 1982 - Teaching Philosophy 5 (3):193-201.
  50.  24
    First Steps in Moral and Ethical Education.John Wilson & Samuel M. Natale - 1985 - Thought: Fordham University Quarterly 60 (2):119-140.
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1 — 50 / 249