Results for 'Nicholas C. Polos'

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  1.  34
    Book Review Section 1. [REVIEW]Sylvester Kohut Jr, Nicholas C. Polos, Lois M. R. Louden, Cyril E. Griffith, Beverly Lindsay, Don T. Martin, M. M. Chambers, Joseph W. Newman, Harvey Neufeldt, Elizabeth Ihle, David C. Williams, James E. Christensen & J. Theodore Klein - 1978 - Educational Studies 9 (3):307-328.
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  2.  24
    Book Review Section 3. [REVIEW]Violet Anselmini Allain, Richard Moll, John R. Thelin, Neal A. Norris, William J. Lowe, Nicholas C. Polos, W. Bruce Leslie, Jack D. Spiro, Robert R. Sherman, J. Harold Anderson, William F. O'Neill, Ray Nichols, Donna Lee Younker & Thomas A. Brindley - 1980 - Educational Studies 11 (3):294-310.
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  3.  8
    Philosophical Reflections on Editing.Nicholas C. Burbules - 2014 - Educational Theory 64 (4):317-331.
    In this essay Nicholas C. Burbules reviews his experiences and the lessons he learned as editor of Educational Theory for more than twenty years, and he explores some of the normative choices that are inevitably made by any editor in carrying out his or her role. Burbules examines the relationship of a journal to its intellectual field; the review process; communications and interactions with authors; the process of editing and revising manuscripts; questions of representativeness in a theoretically pluralistic field; (...)
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  4.  44
    How We Use and Are Used by Social Media in Education.Nicholas C. Burbules - 2016 - Educational Theory 66 (4):551-565.
    In this article, Nicholas C. Burbules explores the effects of various social media on the ways people communicate, and the implications of these effects for the use of social media in educational contexts. Facebook, Twitter, and a host of other applications are being used in increasing numbers, especially by young people. It is where they live, share, and learn, so it is to be expected that educators would want to find ways to use these technologies to engage them. At (...)
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  5.  26
    Thoughts on phronesis.Nicholas C. Burbules - 2019 - Ethics and Education 14 (2):126-137.
    ABSTRACTThis essay explores the concept of phronesis in two contexts: phronesis as a virtue, in fact a meta-virtue because it guides the exercise of other virtues; and phronesis as an element in theories of practice. I argue that these two aspects are closely related, because ethics – especially virtue ethics – is best understood as a kind of practice. The second part of the essay explores some of the consequences of thinking about ethics in this way.
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  6.  24
    The development of a scientific specialty: The phage group and the origins of molecular biology.Nicholas C. Mullins - 1972 - Minerva 10 (1):51-82.
  7.  47
    Tacit teaching.Nicholas C. Burbules - 2008 - Educational Philosophy and Theory 40 (5):666-677.
    This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...)
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  8. Lyotard on Wittgenstein: The differend, language games, and education.Nicholas C. Burbules - 2000 - In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge. pp. 36--53.
     
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  9.  33
    Reasonable doubt: Toward a postmodern defense of reason as an educational aim.Nicholas C. Burbules - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 82--102.
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  10. Postmodernism and education.Nicholas C. Burbules - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  11.  53
    The Antonym of ‘Autonomy’: A Response to D. C. Phillips' ‘The Anatomy of Autonomy’.Nicholas C. Burbules - 1977 - Educational Philosophy and Theory 9 (2):57-62.
  12.  28
    Jennifer Clapp: Hunger in the balance: The new politics of international food aid: Cornell University Press, Ithaca, New York, 2012, 201 pp, ISBN: 978-0-8014-5039-6.Nicholas C. Parker - 2013 - Agriculture and Human Values 30 (4):655-656.
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  13. Generalizations of Picard's first theorem.Nicholas C. Petridis - forthcoming - Eleutheria.
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  14.  27
    The Identity of Schizophrenia: A multilevel systems approach.Nicholas C. Paritsis - 1994 - World Futures 42 (1):107-118.
  15.  45
    Helen, Achilles and the Psuchê: Superlative Beauty and Value in the Iliad.Nicholas C. Rynearson - 2013 - Intertexts 17 (1-2):3-21.
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  16. ‘What it Makes Sense to Say’: Wittgenstein, rule‐following and the nature of education.Nicholas C. Burbules & Richard Smith - 2005 - Educational Philosophy and Theory 37 (3):425–430.
    In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's (...)
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  17.  1
    Knowledge at the crossroads: Alternative futures of hypertext environments for learning.Nicholas C. Burbules & Thomas A. Callister - 1996 - Educational Theory 46 (1):23-50.
  18.  10
    Marx, Durkheim, and Alienation: Toward a Heuristic Typology.Nicholas C. Tatsis & George V. Zito - 1974 - Social Theory and Practice 3 (2):223-243.
  19. Is the serotonin hypothesis dead? If so, how will clinical psychology respond?Nicholas C. Borgogna & Stephen L. Aita - 2022 - Frontiers in Psychology 13.
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  20.  10
    Why Publish?Nicholas C. Burbules - 2020 - Journal of Philosophy of Education 54 (3):655-665.
    Journal of Philosophy of Education, EarlyView.
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  21.  48
    Postmodernism for analytic philosophers of education.Nicholas C. Burbules - 2000 - Educational Philosophy and Theory 32 (3):311–314.
  22.  8
    Slowness as a Virtue.Nicholas C. Burbules - 2020 - Journal of Philosophy of Education 54 (5):1443-1452.
    Journal of Philosophy of Education, EarlyView.
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  23. The dilemma of" relevance" in the philosophy of education.Nicholas C. Burbules - forthcoming - Philosophy of Education.
     
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  24. Modes of Criticality as Modes of Teaching.Nicholas C. Burbules - forthcoming - Philosophy of Education.
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  25.  1
    Living with Conflicting Ideals.Nicholas C. Burbules - 2019 - Philosophy of Education 75:369-373.
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  26.  35
    Like a version: Playing with online identities.Nicholas C. Burbules - 2002 - Educational Philosophy and Theory 34 (4):387–393.
  27. Radical educational cynicism and radical educational skepticism.Nicholas C. Burbules - forthcoming - Philosophy of Education.
     
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  28.  3
    The Function of 厥 Jywé in the Shang ShūThe Function of Jue Jywe in the Shang Shu.Nicholas C. Bodman - 1948 - Journal of the American Oriental Society 68 (1):52.
  29.  27
    Nicholas C. Burbules, Bryan Warnick, Timothy McDonough, and Scott Johnston.Timothy McDonough - 2004 - In Armen Marsoobian & John Ryder (eds.), The Blackwell Guide to American Philosophy. Blackwell. pp. 343.
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  30. Words and Sentences Over Time: How Facts Are Built and Sustained in a Specialty Area.Nicholas C. Mullins, William E. Snizek & Kay Oehler - 1989 - Science, Technology and Human Values 14 (3):258-274.
    This article uses computerized analysis of text, along with a close reading of text, to trace change and development in Burkitt's lymphoma research. While past researchers have focused on the way a text enters the literature, we wish to learn what happens to knowledge claims after they arrive in the published literature. In order to explain why some claims are successfully solidified into facts while others remain as isolated, unsupported claims, we rely upon the notion of the material and social (...)
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  31. Postpositivism and Educational Research.D. C. Phillips & Nicholas C. Burbules - 2001 - British Journal of Educational Studies 49 (1):109-111.
     
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  32.  27
    Connection design.C. J. A. Nicholas - 1985 - Philosophy 2 (2.2):2-3.
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  33.  1
    Literary Chinese by the Inductive Method, Vol. 1, The Hsiao Ching.Nicholas C. Bodman & Herrlee Glessner Creel - 1950 - Journal of the American Oriental Society 70 (2):137.
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  34.  21
    Theories and theory groups revisited.Nicholas C. Mullins - 1983 - Sociological Theory 1:319-337.
  35. Power, Social Structure, and Advice in American Science: The United States National Advisory System, 1950-1972.Nicholas C. Mullins - 1981 - Science, Technology and Human Values 6 (4):4-19.
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  36. Science: Some Sociological Perspectives.Nicholas C. Mullins - 1973 - Indianapolis: Bobbs-Merrill.
  37.  36
    The dilemma of philosophy of education: “Relevance” or critique? Part one.Nicholas C. Burbules - 2002 - Educational Theory 52 (3):257-261.
  38.  5
    Visual and tactile scanning: Moving scan versus moving medium.Nicholas C. Noll & Robert J. Weber - 1985 - Bulletin of the Psychonomic Society 23 (6):473-476.
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  39.  14
    Coding of neuronal differentiation by calcium transients.Nicholas C. Spitzer, Nathan J. Lautermilch, Raymond D. Smith & Timothy M. Gomez - 2000 - Bioessays 22 (9):811-817.
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  40.  50
    Cosmopolitan Identity and Education.Klas Roth & Nicholas C. Burbules - 2011 - Educational Philosophy and Theory 43 (3):205-208.
  41. A Situated Philosophy of Education.Nicholas C. Burbules & Kathleen Knight-Abowitz - 2008 - Philosophy of Education 64:268-276.
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  42. Some Dilemmas of Teacher Authority.Nicholas C. Burbules - 2004 - Philosophy of Education 60:205-208.
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  43.  28
    A half‐century of educational theory: Perspectives on the past, present, and future.Nicholas C. Burbules - 2000 - Educational Theory 50 (3):279-288.
  44.  23
    How to Improve your Impact Factor: Questioning the Quantification of Academic Quality.Paul Smeyers & Nicholas C. Burbules - 2011 - Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  45.  2
    Bioethics: A Culture War.Nicholas C. Lund-Molfese & Michael L. Kelly (eds.) - 2004 - Upa.
    The purpose of this valuable book is to consider recent cultural trends in bioethics from a Catholic perspective. Bioethics is intended for a lay audience interested in understanding bioethical issues from a Catholic perspective.
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  46.  1
    Human Dignity and Reproductive Technology.Nicholas C. Lund-Molfese & Michael L. Kelly (eds.) - 2003 - Upa.
    The March 2002 symposium Human Dignity and Reproductive Technology brought together philosophers, theologians, scientists, lawyers, and scholars from across the United States. The essays of this book are the contributions of the symposium's participants.
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  47.  12
    What Is Mutilation?Nicholas C. Lund-Molfese - 2003 - American Journal of Bioethics 3 (2):64-65.
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  48.  55
    How to Improve your Impact Factor: Questioning the Quantification of Academic Quality.Paul Smeyers & Nicholas C. Burbules - 2011 - Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  49. Feminisms and Educational Research.Wendy R. Kohli & Nicholas C. Burbules - 2011 - R&L Education.
    The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.
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  50. Feminisms and Educational Research.Wendy Kohli & Nicholas C. Burbules - 2011 - Rowman & Littlefield Publishers.
    The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.
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