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Leonard J. Waks [43]Leonard Waks [8]Leonard Joseph Waks [3]
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  1.  17
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  2. Reflections on Technological Literacy.Leonard J. Waks - 1986 - Bulletin of Science, Technology and Society 6 (2):331-336.
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  3.  22
    Rereading Democracy and Education Today: John Dewey on Globalization, Multiculturalism, and Democratic Education.Leonard J. Waks - 2007 - Education and Culture 23 (1):27-37.
  4.  39
    John Dewey on Listening and Friendship in School and Society.Leonard J. Waks - 2011 - Educational Theory 61 (2):191-205.
    In this essay, Leonard Waks examines John Dewey's account of listening, drawing on Dewey's writings to establish a direct connection in his work between listening and democracy. Waks devotes the first part of the essay to explaining Dewey's distinction between one-way or straight-line listening and transactional listening-in-conversation, and to demonstrating the close connection between transactional listening and what Dewey called “cooperative friendship.” In the second part of the essay, Waks establishes the further link between Dewey's notions of cooperative friendship and (...)
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  5.  23
    The Means-Ends Continuum and the Reconciliation of Science and Art in the Later Works of John Dewey.Leonard J. Waks - 1999 - Transactions of the Charles S. Peirce Society 35 (3):595 - 611.
  6.  1
    A Technological Literacy Credo.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (1-2):357-366.
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  7.  21
    Workplace Learning in America: Shifting Roles of Households, Schools and Firms.Leonard J. Waks - 2004 - Educational Philosophy and Theory 36 (5):563–577.
  8.  1
    STS Education and Its Three Step-Sisters.Madhu Suri Prakash & Leonard Joseph Waks - 1985 - Bulletin of Science, Technology and Society 5 (2):105-116.
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  9.  1
    Reflections On Technological Literacy.Leonard J. Waks - 1986 - Bulletin of Science, Technology and Society 6 (3):331-336.
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  10.  36
    Inquiry, Agency, and Art: John Dewey's Contribution to Pragmatic Cosmopolitanism.Leonard J. Waks - 2009 - Education and Culture 25 (2):pp. 115-125.
  11.  4
    Listening From Silence: Inner Composure and Engagement.Leonard J. Waks - 2008 - Paideusis: Journal of the Canadian Philosophy of Education Society 17 (2):65-74.
    The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, a virtue (...)
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  12.  44
    Post-Experimentalist Pragmatism.Leonard J. Waks - 1998 - Studies in Philosophy and Education 17 (1):17-28.
    Rorty's neopragmatism is an attempt to retrofit Dewey's experimentalism for the post-modern situation. Specifically, he substitutes "language" for "experience" and "culture" for "science", to arrive at a philosophy "no closer to science than to art". I argue that the first move results from misunderstanding of the role experience plays in the context of verification in Dewey's experimental logic. The second move leaves Rorty without any alternative method even for approaching the very problems which Dewey proposed to solve with his experimentalism.
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  13.  15
    Re‐Examining the Validity of Arguments Against Behavioral Goals.Leonard J. Waks - 1973 - Educational Theory 23 (2):133-143.
  14.  58
    Rethinking Technology A National Endowment for the Humanities Summer Institute 5–9 July 1994, Pennsylvania State University, USA. [REVIEW]Leonard Waks & Carl Mitcham - 1995 - Science and Engineering Ethics 1 (1):88-90.
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  15. Encounter: The Educational Metamorphoses of Jane Roland Martin.Leonard J. Waks & Jane Roland Martin - 2007 - Education and Culture 23 (1):73-83.
  16. Globalization, State Transformation, and Educational Re-Structuring: Why Postmodern Diversity Will Prevail Over Standardization. [REVIEW]Leonard J. Waks - 2006 - Studies in Philosophy and Education 25 (5-6):403-424.
    Over the past two decades the educational policies of neo-liberal nation states have exhibited contradictory tendencies, promoting both bureaucratic standardization of curriculum and standardized evaluation on the one hand, and postmodern diversification on the other. Despite recent increases in bureaucratic standardization, I argue that the economic, social and cultural effects of globalization will pressure these states towards postmodern diversification of educational arrangements to strengthen their perceived legitimacy.
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  17.  8
    Post-Experimentalist Pragmatism.Leonard J. Waks - 1998 - Studies in Philosophy and Education 17 (1):17-28.
    Rorty's neopragmatism is an attempt to retrofit Dewey's experimentalism for the post-modern situation. Specifically, he substitutes "language" for "experience" and "culture" for "science", to arrive at a philosophy "no closer to science than to art". I argue that the first move results from misunderstanding of the role experience plays in the context of verification in Dewey's experimental logic. The second move leaves Rorty without any alternative method even for approaching the very problems which Dewey proposed to solve with his experimentalism.
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  18. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning: Deweyan Perspectives on Standardization, Accountability, and Assessment in Education.JuliAnna Ávila, A. G. Rud, Leonard J. Waks & Emer Ring (eds.) - 2022 - New York, NY: Routledge, Taylor & Francis Group.
    Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which (...)
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  19. Before Evaluating the New Educational Technologies, Place Them in a Social Context.Leonard Waks - 1999 - Bulletin of Science, Technology and Society 19 (1):3-4.
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  20. Confucian Academies in East Asia, Edited by Vladimir Glomb, Eun-Jeung Lee, and Martin Gehlman.Leonard J. Waks & Eli Orner Kramer - 2021 - Journal of Chinese Philosophy 48 (4):441-444.
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  21.  2
    Education 2.0: The Learningweb Revolution and the Transformation of the School.Leonard J. Waks - 2013 - Routledge.
    The development of Web 2.0 has opened new opportunities for teaching and learning - an entire ecology of online learning. This ecology has not previously been systematically investigated. This book offers the first comprehensive conceptual map for this territory.
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  22.  5
    John Dewey's Democracy and Education: A Centennial Handbook.Leonard J. Waks & Andrea R. English (eds.) - 2017 - Cambridge University Press.
    John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...)
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  23. Preface.Leonard Waks - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (2):1-3.
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  24. Philosopher and Social Responsibility in Technological Society.Leonard Waks - unknown - Proceedings of the Heraclitean Society 17.
     
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  25. Retinking Technological Literacy for the Global Network Era.Leonard J. Waks - 2006 - In John R. Dakers (ed.), Defining Technological Literacy: Towards an Epistemological Framework. Palgrave-Macmillan.
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  26. The Iatrogenic Body and Beyond: The Illich-Duden Research Program.Leonard J. Waks & Eugene Bazan - 1986 - Bulletin of Science, Technology and Society 6 (1):17-18.
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  27. Technology's School the Challenge to Philosophy.Leonard J. Waks - 1995 - Jai Press(Ny).
    This third supplemental volume in the series Research in Philosophy and Technology deals with technology schools and the challenge they pose to philosophy in this area of thought.
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  28. Understanding as an Educational Aim.Leonard Joseph Waks - 1968 - Dissertation, The University of Wisconsin - Madison
     
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  29.  7
    Leadership in Educational Studies: Lessons From Established Leaders.Leonard J. Waks - unknown
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  30.  25
    Response to Fred Ellett’s Review of Leaders in Philosophy of Education: Intellectual Self Portraits.Leonard J. Waks - 2009 - Studies in Philosophy and Education 29 (3):321-323.
  31.  28
    Environmental Claims and Citizen Rights.Leonard J. Waks - 1996 - Environmental Ethics 18 (2):133-148.
    I propose a model for the development of citizen rights based on the advance of political and social rights and apply it to contemporary claims regarding environmental rights. In terms of this “claims and attenuations” model, I sketch the roles of environmental philosophers and activists, the media and public opinion, and political insiders in the development of positive rights. I then predict a weakeningof environmental claims and a marginalization of environmental philosophies as environmental claims are secured as positive rights.
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  32.  6
    The Philosophy of Chinese Moral Education: A History, Written by Zhuran You, A. G. Rud, and Yingzi Hu.Leonard J. Waks - 2021 - Journal of Chinese Philosophy 48 (1):105-107.
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  33.  19
    Literary Art in the Formation of the Great Community: John Dewey's Theory of Public Ideas in The Public and Its Problems.Leonard Waks - 2014 - Education and Culture 30 (2):35-46.
    John Dewey presented The Public and Its Problems in a series of lectures in 1926, shortly after Walter Lippmann published two influential works, Public Opinion and The Phantom Public . In those works, Lippmann had denied that broad publics should share in determining public policy. He argued that the policy issues were far removed from the lives of ordinary citizens, whose collective opinion, as a result, would inevitably be ill-informed, self-interested and readily manipulated.Dewey countered that the problem of public opinion (...)
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  34.  19
    Rethinking Technology.Leonard Waks & Dr Carl Mitcham - 1995 - Science and Engineering Ethics 1 (1):88-90.
  35.  13
    Introduction: Experience and Education Today, A Symposium.Leonard J. Waks - 2015 - Education and Culture 31 (2):9.
    The four papers in this symposium were selected from thirty submissions for the Past President’s Panel at the 2014 annual meeting of the John Dewey Society in Philadelphia. Taken collectively, they demonstrate the continuing power of Dewey’s philosophy to inspire, clarify, and critique contemporary educational ideas and practices. I will have a few words to say about these papers below, but first I want to put them in context. The John Dewey Society, in its current form, has three operational missions: (...)
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  36.  13
    Democracy and Education at 100.Leonard J. Waks - 2016 - Educational Theory 66 (1-2):7-13.
  37.  5
    Guiding Intuitions in Education: Lesson Planning as Consummatory Experience.Leonard J. Waks - 2019 - Education and Culture 35 (2):27.
    Prior to 1980, researchers rarely studied intuition in education. Those in the behaviorist tradition discounted studies of teacher thinking, and regarded all talk of intuition as mysterious nonsense. Since then, however, the cognitive revolution has triumphed. Studies of thinking are commonplace, and have contributed to our understanding of how novices and expert teachers perceive, understand, and act. The current consensus is that novices require explicit rules when carrying out the tasks of teaching, while experts, through years of experience and learning, (...)
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  38. Ethics and Values in Science-Technology-Society Education: Converging Themes in a Basic Research Project.Leonard J. Waks - 1993 - Bulletin of Science, Technology and Society 13 (6):341-348.
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  39. The Global Network Society and STS Education.Leonard Waks - 1999 - Bulletin of Science, Technology and Society 19 (1):46-48.
    Globalization of markets and expanding communication technology networks affect all dimensions of education: curriculum, instructional method, learning environments, and administration. In this article, the author anticipates the impacts upon education in science, technology, and society.
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  40.  39
    Knowledge and Understanding as Educational Aims.Leonard Joseph Waks - 1968 - The Monist 52 (1):104-119.
    Writers on education have frequently contrasted knowledge and understanding as educational aims. I shall be prepared to defend the view that this contrast can mislead us in our thinking about education, and can direct our attention away from facts which are important to take into account in the evaluation of educational procedures.
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  41.  7
    Workplace Learning in America: Shifting Roles of Households, Schools and Firms.Leonard J. Waks - 2004 - Educational Philosophy and Theory 36 (5):563-577.
  42.  6
    Editor's Introduction to Dewey Studies.Leonard J. Waks - 2017 - Dewey Studies 1 (1):1-4.
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  43.  16
    Rereading.Leonard J. Waks - 2007 - Education and Culture 23 (1).
    : This article provides a close reading of Democracy and Education, situated in the context of Dewey's work prior to and during World War I, to illuminate the close tie between Dewey's overriding concerns during this period and today's educational concerns. The analysis suggests two projects for contemporary democratic educators.
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  44.  2
    Recontextualizing Illich's Deschooling Society.Leonard J. Waks - 1996 - Bulletin of Science, Technology and Society 16 (5-6):262-267.
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  45.  5
    Review Essay: Appiah's Reconstruction of Philosophical Liberalism.Leonard J. Waks - 2006 - Education and Culture 21 (2):8.
  46.  5
    Encounter: The Cultural Progressivism of James Earl Davis.Leonard J. Waks - 2006 - Education and Culture 20 (2):7.
  47.  27
    Critical Theory and Curriculum Practice in STS Education.Leonard J. Waks - 1989 - Journal of Business Ethics 8 (2-3):201 - 207.
    The STS education movement is identified and related to the critique of technology of the 1960s–1970s. The critics of technology included the system of education in their critiques. There is a practical tension or contradiction in attempting to develop their insights within the curriculum routines of the schools and colleges. This tension is explored under six categories: reductive knowledge, socialization of technical modes of thinking, technicalized processes of learning, the loss of meaning, radical monopoly over learning, and the socialization of (...)
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  48.  1
    Afterword: The STS Prophets and Their Challenge To Sts Education.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (3-4):1001-1007.
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  49.  1
    Technology in Applied Ethics: Moving From the Margins To the Center.Leonard J. Waks & Carl Mitcham - 1996 - Bulletin of Science, Technology and Society 16 (4):217-226.
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  50.  1
    Afterword: The STS Prophets and Their Challenge to STS Education.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (5-6):1001-1007.
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