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Mark Evans [28]Mark Andrew Evans [1]Mark D. Evans [1]
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Mark Evans
Swansea University
Mark Evans
Grand Canyon University
  1. Moral Responsibilities and the Conflicting Demands of Jus Post Bellum.Mark Evans - 2009 - Ethics and International Affairs 23 (2):147-164.
    The inclusion of jus post bellum in just war theory may be justified. But, according to Evans, it becomes problematic when confronted with tenets of "just occupation," namely that sovereignty or self-determination should be restored to the occupied people as soon as is reasonably possible.
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  2.  84
    Globalising Citizenship Education? A Critique of 'Global Education' and 'Citizenship Education'.Ian Davies, Mark Evans & Alan Reid - 2005 - British Journal of Educational Studies 53 (1):66 - 89.
    This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...)
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  3.  12
    Globalising Citizenship Education? A Critique of ‘Global Education’ and ‘Citizenship Education’.Ian Davies, Mark Evans & Alan Reid - 2005 - British Journal of Educational Studies 53 (1):66-89.
    This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments. We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and what might be done in (...)
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  4. Situating the Georgia Performance Standards in the Social Studies Debate: An Improvement for Social Studies Classrooms or Continuing the Whitewash.Michael Barbour, Mark Evans & Jason Ritter - 2007 - Journal of Social Studies Research 31 (1):27.
  5.  12
    Factors Contributing to the Outcome of Oxidative Damage to Nucleic Acids.Mark D. Evans & Marcus S. Cooke - 2004 - Bioessays 26 (5):533-542.
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  6.  17
    Pluralising Liberalism, Liberalising Pluralism.Mark Evans - 2004 - Res Publica 10 (4):449-460.
  7.  14
    Democracy and Political Education.Pavo Barišić, Larry A. Hickman, Jörg Wernecke, Heda Festini, Olga Simova, Mark Evans, Lenart Škof, Henning Ottmann, Reinhard Mehring & Barbara Zehnpfennig - 2010 - Synthesis Philosophica 25 (1):1.
  8.  22
    A Profane Deformity of Democratic Discourse.Mark Evans - 2008 - Proceedings of the Xxii World Congress of Philosophy 50:147-169.
    In his provocative definition of bullshit as “indifference to the truth”, Harry Frankfurt contentiously states that democracy is particularly prone to this deformity of discourse because of “the widespread conviction that it is the responsibility of a citizen in a democracy to have opinions about everything, or at least everything that pertains to the conduct of his country’s affairs.” I provide an exposition of this claim that Frankfurt does not himself give and I contend that he has identified an important (...)
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  9.  3
    Book Review: On Bullshit. [REVIEW]Mark Evans - 2005 - Journal of International Political Theory 1 (2):219-223.
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  10.  22
    Éducation et éthique du caractère démocratique.Mark Evans - 2010 - Synthesis Philosophica 25 (1):77-91.
    L’article, tout d’abord, soutient qu’une bonne partie de la pratique éducative dans une société libérale et démocratique vise à promouvoir ce que j’appelle l’idéal du caractère démocratique pour les citoyens de l’avenir. Celui-ci incarne la conviction deweyienne que la démocratie n’est pas qu’une forme de communauté politique, mais aussi une façon de vivre où les individus peuvent s’épanouir dans des conditions sociales justes. La nature exigeante de cet idéal peut paraître problématique, mais j’essaierai de montrer que tel n’est pas le (...)
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  11. Doctor God Enquiry Into Modernity and Madness.Mark Evans - 1994
     
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  12.  15
    Egalitarianism and Merit in a Non-Ideal World: The Problem of Two-Tier Education.Mark Evans - 2005 - Politics and Ethics Review 1 (1):1-21.
  13.  3
    Egalitarianism and Merit in a Non-Ideal World: The Problem of Two-Tier Education.Mark Evans - 2005 - Journal of International Political Theory 1:1-21.
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  14.  16
    Education and the Ethics of Democratic Character.Mark Evans - 2010 - Synthesis Philosophica 25 (1):77-91.
    This article argues, first of all, that much educational practice in liberal-democratic society officially aims to promote what I call a’ democratic character-ideal’ for the citizens of the future. It embodies the Deweyian belief that democracy is not just a form of polity but also a way of life in which individuals can flourish in socially just circumstances. The demanding nature of the ideal may appear to be a problem for it, but I demonstrate how this is not so. What (...)
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  15.  10
    Erziehung und Ethik des demokratischen Charakters.Mark Evans - 2010 - Synthesis Philosophica 25 (1):77-91.
    Dieser Artikel legt in erster Linie dar, dass ein Großteil der Erziehungspraxis in der liberaldemokratischen Gesellschaft offiziell die Förderung des – wie ich es nenne – demokratischen Charakterideals für die Zukunftsbürger anstrebt. Es verkörpert die deweysche Überzeugung, die Demokratie sei nicht lediglich eine Form der politischen Ordnung, sondern geradeso eine Lebensart, in welcher Individuen in sozial gerechten Verhältnissen prosperieren könnten. Die anspruchsvolle Natur des Ideals mag hierbei als Problem erscheinen, doch ich demonstriere, dem sei nicht so. Was das eigentliche Problem (...)
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  16.  42
    Freedom in Modern Society: Rousseau's Challenge.Mark Evans - 1995 - Inquiry: An Interdisciplinary Journal of Philosophy 38 (3):233 – 255.
    Rousseau's political thought has been accredited with major influence upon subsequent radical democratic thinking, but in fact its contradictions and obscurities render the real import of its legacy deeply ambiguous. This article aims to identify its central message through clarification of the Social Contract's presuppositions and prescriptions, interpreted in the light of his other writings. Although the modernity of his thought is evident in the priority he gives to individual freedom, Rousseau's disturbing novelty lies in his belief that this can (...)
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  17.  20
    Harry Frankfurt,On Bullshit.Mark Evans - 2005 - Politics and Ethics Review 1 (2):219-223.
  18.  12
    Harry Frankfurt, On Bullshit.Mark Evans - 2005 - Journal of International Political Theory 1:219-223.
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  19.  4
    Notes on Contributors.Mark Evans - 2005 - Politics and Ethics Review 1 (2):iv-vi.
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  20.  3
    Notes on Contributors.Mark Evans - 2005 - Journal of International Political Theory 1:iv-vi.
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  21.  17
    Odgoj i etika demokratskog karaktera.Mark Evans - 2010 - Synthesis Philosophica 25 (1):77-91.
    U članku se, prije svega, tvrdi da većina odgojne prakse u liberalno-demokratskom društvu službeno teži promicanju, kako ga nazivam, ‘ideala demokratskog karaktera’ za građane budućnosti. On utjelovljuje deweyjevsko uvjerenje da demokracija nije samo oblik političke zajednice nego i način življenja u kojem se pojedinci mogu razvijati u socijalno pravednim okolnostima. Zahtjevna priroda tog ideala se može činiti problematičnom, no nastojat ću pokazati da tomu nije slučaj. Ono što jest problem je omjer u kojem aktualna teorija i praksa odgoja odudara od (...)
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  22. Preface.Mark Evans - 2008 - International Journal of Ethics 6 (1):1-2.
     
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  23.  13
    Researcher Practice: Embedding Creative Practice Within Doctoral Research in Industrial Design.Mark Andrew Evans - 2010 - Journal of Research Practice 6 (2):Article M16.
    This article considers the potential for a researcher to use their own creative practice as a method of data collection. Much of the published material in this field focuses on more theoretical positions, with limited use being made of specific PhDs that illustrate the context in which practice was undertaken by the researcher. It explores strategies for data collection and researcher motivation during what the author identifies as "researcher practice." This is achieved through the use of three PhD case studies. (...)
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  24.  14
    Teacher Education Around the World: Changing Policies and Practices.Mark Evans - 2013 - British Journal of Educational Studies 61 (3):377-380.
  25. The "Failed" State : Morality, Ideology and Global Responsibilities.Mark Evans - 2009 - In International Journal of Ethics. Nova Science Publishers. pp. 87-100.
  26. The ‘Failed’ State: Morality, Ideology and Global Responsibility.Mark Evans - 2008 - International Journal of Ethics 6 (1):87-100.
     
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  27. Thin Universalism and the "Limits" of Justification.Mark Evans - 2006 - In B. A. Haddock, Peri Roberts & Peter Sutch (eds.), Principles and Political Order: The Challenge of Diversity. Routledge.
     
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  28. War, Terror, and Ethics.Mark Evans (ed.) - 2009 - Nova Science Publishers.
  29. When the Guns Fall Silent : Towards an Adequate Theory of Jus Post Bellum.Mark Evans & Christine Stender - 2009 - In International Journal of Ethics. Nova Science Publishers. pp. 65-86.
     
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  30. When The Guns Fall Silent: Towards an Adequate Theory of Jus Post Bellum.Mark Evans & Christine Stender - 2008 - International Journal of Ethics 6 (1):65-86.
     
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