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Kevin Harris
University of Chicago
  1.  28
    Peters on Schooling.Kevin Harris - 1977 - Educational Philosophy and Theory 9 (1):33–48.
  2.  37
    Dismantling a Deconstructionist History of Philosophy of Education.Kevin Harris - 1988 - Educational Philosophy and Theory 20 (1):50–62.
  3.  24
    Philosophers of Education: Detached Spectators or Political Practitioners?Kevin Harris - 1980 - Educational Philosophy and Theory 12 (1):19–35.
  4.  15
    Using the Critical Thinking Assessment Test as a Model for Designing Within-Course Assessments.Ada Haynes, Elizabeth Lisic, Kevin Harris, Katie Leming & Kyle Shanks - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):38-48.
    This article provides a brief overview of the efforts to develop and refine the Critical thinking Assessment Test and its potential for improving the design of classroom assessments. The CAT instrument was designed to help faculty understand their students’ strengths and weaknesses using a short answer essay format. The instrument assesses a broad collection of critical thinking skills that transcend most disciplines. The questions were deliberately designed around real-world scenarios that did not require specialized knowledge from any particular discipline. Various (...)
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  5.  4
    Peters on Schooling.Kevin Harris - 1977 - Educational Philosophy and Theory 9 (1):33-48.
  6.  10
    Notes on Contributorsepat_864 579.Richard Edwards, Sheron Fraser-Burgess, Kevin Harris, Duck-Joo Kwak & James M. Magrini - 2012 - Educational Philosophy and Theory 44 (5):480-499.
    Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons. This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of Gilbert's plural subjects, identity (...)
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  7.  7
    Philosophers of Education: Detached Spectators or Political Practitioners?Kevin Harris - 1980 - Educational Philosophy and Theory 12 (1):19-35.
  8.  29
    Pesa and Me.Kevin Harris - 2009 - Educational Philosophy and Theory 41 (7):745-751.
  9.  18
    Empowering Teachers: Towards a Justification for Intervention.Kevin Harris - 1990 - Journal of Philosophy of Education 24 (2):171–183.
  10.  9
    Review Article — The Politics of Literacy.Kevin Harris - 1989 - Educational Theory 39 (2):167-176.
  11.  13
    An Antipodean Philosopher's Stone.Kevin Harris - 1991 - Journal of Philosophy of Education 25 (1):135–141.
  12.  2
    An Antipodean Philosopher's Stone.Kevin Harris - 1991 - Philosophy of Education 25 (1):135-141.
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  13.  7
    Affirming the Consequent: Or, How My Science Teachers Taught Me to Stop Worrying and to Love Committing the Fallacy.Kevin Harris - 2002 - Educational Philosophy and Theory 34 (3):345-352.
  14.  19
    Affirming the Consequent: Or, How My Science Teachers Taught Me to Stop Worrying and to Love Committing the Fallacy.Kevin Harris - 2002 - Educational Philosophy and Theory 34 (3):345–352.
  15. Aims! Whose Aims?Kevin Harris - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 1--13.
     
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  16.  2
    Bill Andersen: Unacknowledged Kingmaker.Kevin Harris - 2020 - Educational Philosophy and Theory 52 (9):928-929.
    Volume 52, Issue 9, August 2020, Page 928-929.
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  17. Carole Cox.Kevin Harris - 1993 - Journal of Philosophy of Education 27 (2):261.
     
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  18. Education and Knowledge: The Structured Misrepresentation of Reality.Kevin Harris - 1979 - Routledge and Kegan Paul.
     
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  19.  10
    Education for Citizenship.Kevin Harris - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 217--228.
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  20.  23
    Education, Philosophy and Equality.Kevin Harris - 1997 - Educational Philosophy and Theory 29 (2):51–66.
    If the rich could pay the poor to die for them, then the poor would make a good living.
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  21. Empowering Teachers: Towards a Justification for Intervention.Kevin Harris - 1990 - Philosophy of Education 24 (2):171-183.
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  22.  4
    For Jim: My Friend.Kevin Harris - 2005 - Educational Philosophy and Theory 37 (3):299–300.
  23. For Jim: My Friend.Kevin Harris - 2005 - Educational Philosophy and Theory 37 (3):299-300.
  24. Mobilising Q Methodology Within a Realist Evaluation – Lessons From an Empirical Study.Kevin Harris, Steven Henderson & Brian Wink - forthcoming - Evalutaion.
    Realist evaluation and Q Methodology are established approaches in social science. However, integration of Q methodology within a realist evaluation is scarce. This paper attempts to illustrate how Q methodology can support a realist evaluation. The paper attempts to capture the philosophical compatibility of the two approaches creating an argument for Q’s integration within realist evaluation. Through the case study selected the iterative methodological process is presented, capturing a snapshot of the findings from the evaluation. This illuminates how Q met (...)
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  25.  16
    Mill, the State, and Local Management of Schooling.Kevin Harris - 1994 - Journal of Philosophy of Education 28 (1):55–63.
  26.  3
    Mill, the State, and Local Management of Schooling.Kevin Harris - 1994 - Philosophy of Education 28 (1):55-63.
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  27.  16
    Not Your Average Red‐Headed Irish Catholic: Reflections of and by the Person Behind the Byline.Kevin Harris - 2012 - Educational Philosophy and Theory 44 (5):450-463.
  28.  14
    On the Determination of Values: The Case of F. R. Leavis.Kevin Harris - 1993 - Journal of Philosophy of Education 27 (2):245–259.
  29.  9
    On the Determination of Values: The Case of F. R. Leavis.Kevin Harris - 1993 - Philosophy of Education 27 (2):245-259.
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  30.  1
    PESA and Me.Kevin Harris - 2009 - Educational Philosophy and Theory 41 (7):745-751.
  31. Philosophy of Education: from'Post-Revolutionary'Moments to Revolutionary Practice.Kevin Harris - 1997 - In David N. Aspin (ed.), Logical Empiricism and Post₋Empiricism in Educational Discourse. [Distributed by] Thorold's Africana Books. pp. 120.
     
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  32. Rational Answers From Modal Idealism.Kevin Harris - manuscript
    Modal idealism is a Theory of Everything, based on metaphysical abstractions of the physical principles of hidden symmetries, entanglement, and quantum field theory, considered in the context of the Many Worlds Interpretation of quantum mechanics. These abstractions are used to extend the scope of existing philosophical positions on idealism, consciousness and possible world semantics, to rationally explain the fundamental mysteries of our existence. While it conceptually aligns with the Many Minds Interpretation of quantum mechanics, modal idealism posits a more comprehensive (...)
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  33.  8
    Ripples From a Passing Ship: Memories; and a Legacy of Richard Peters.Kevin Harris - 2013 - Educational Philosophy and Theory 45 (2):182-190.
    This paper outlines aspects and dimensions of my ‘relationship’ with Richard Peters from 1966 onward. The underlying suggestion is that, while Peters’ contribution to philosophy of education was undeniably of major proportions, both that contribution and his legacy are institutional rather than substantive.
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  34.  59
    The Dark Rationalism Glossary.Kevin Harris - manuscript
    Existential theorists have been working to syncretize philosophy, science, and spirituality since shortly after Galileo unknowingly initiated the schism between them. Contemporary philosophers, scientists, and theologians are still engaged in this effort, but have little to show for nearly four centuries of effort. The thesis of this article is that—despite their cooperative intentions—these theorists continue to talk past each other, due to an unacknowledged disagreement on the meaning of their overlapping terms of art. To effectively unify the divergent existential insights (...)
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