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Paul Hager [38]Paul J. Hager [5]
  1.  76
    Refurbishing MacIntyre's Account of Practice.Paul Hager - 2011 - Journal of Philosophy of Education 45 (3):545-561.
    According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems (...)
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  2.  23
    Philosophical Underpinnings of the Integrated Conception of Competence.Paul Hager & David Beckett - 1995 - Educational Philosophy and Theory 27 (1):1–24.
  3.  9
    Know-How and Workplace Practical Judgement.Paul Hager - 2000 - Journal of Philosophy of Education 34 (2):281–296.
    In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know‐how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...)
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  4.  19
    Philosophical Accounts of Learning.Paul Hager - 2005 - Educational Philosophy and Theory 37 (5):649–666.
    There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...)
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  5. Russell and Zeno's Arrow Paradox.Paul Hager - 1987 - Russell: The Journal of Bertrand Russell Studies 7 (1):3.
     
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  6.  7
    Front-Loading, Workplace Learning and Skill Development.Paul Hager - 2004 - Educational Philosophy and Theory 36 (5):523–534.
  7.  7
    Relational Realism and Professional Performance.Paul Hager - 1996 - Educational Philosophy and Theory 28 (1):98–116.
  8. Philosophical Accounts of Learning.Paul Hager - 2005 - Educational Philosophy and Theory 37 (5):649-666.
    There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...)
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  9.  1
    Vocational Education and Training.Paul Hager & Terry Hyland - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 271--287.
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  10.  33
    Tom Burke, Dewey's New Logic: A Reply to Russell.Paul J. Hager - 1998 - Studies in Philosophy and Education 17 (1):57-61.
  11.  10
    The Critical Thinking Debate: Editorial Introduction.Paul J. Hager - 1991 - Educational Philosophy and Theory 23 (1):1–6.
  12.  12
    Review Article.Pat Duffy Hutcheon & Paul Hager - 1996 - Studies in Philosophy and Education 15 (3):301-307.
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  13.  4
    Russell and Zeno's Arrow Paradox.Paul Hager - 1987 - Russell: The Journal of Bertrand Russell Studies 7 (1).
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  14.  22
    Lifelong Education: From Conflict to Consensus? [REVIEW]Paul Hager - 1998 - Studies in Philosophy and Education 17 (4):323-332.
    The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.
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  15.  9
    Russell's Conception of Critical Thinking.Paul Hager - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (2):11-19.
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  16.  6
    Guest Editorial.David Beckett & Paul Hager - 1999 - Educational Philosophy and Theory 31 (3):271–272.
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  17.  13
    Rejoinder: Learning From Work: Can Kant Do?David Beckett & Paul Hager - 2003 - Educational Philosophy and Theory 35 (1):123–127.
  18.  6
    Robin Usher on Experience.Paul Hager - 1999 - Educational Philosophy and Theory 31 (1):63–75.
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  19.  6
    Practice and Group Learning.Paul Hager - 2014 - Educational Philosophy and Theory 46 (6):1-16.
    Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group (...)
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  20.  8
    John Anderson on Critical Thinking.Paul Hager - 1994 - Educational Philosophy and Theory 26 (1):54–70.
  21.  6
    New Approaches in the Philosophy of Learning.Paul Hager - 2005 - Educational Philosophy and Theory 37 (5):633–634.
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  22.  8
    Symposium on Thinking Again: Education After Postmodernism by Nigel Blake, Richard Smith, Paul Standish & Paul Smeyers.Paul Hager & Michael Peters - 2000 - Educational Philosophy and Theory 32 (3):309–310.
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  23.  1
    Why Russell Didn't Think He Was a Philosopher of Education.Paul Hager - 1993 - Russell: The Journal of Bertrand Russell Studies 13 (2).
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  24.  1
    John Anderson on Critical Thinking.Paul Hager - 1994 - Educational Philosophy and Theory 26 (1):54-70.
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  25.  1
    Relational Realism and Professional Performance.Paul Hager - 1996 - Educational Philosophy and Theory 28 (1):98-116.
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  26.  3
    9 Russell's Method of Analysis.Paul Hager - 2003 - In Nicholas Griffin (ed.), The Cambridge Companion to Bertrand Russell. Cambridge University Press. pp. 310.
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  27.  2
    Not Just Another Brick in the Wall: Response by Paul Hager.Paul Hager - 2013 - Educational Philosophy and Theory 45 (12):1307-1316.
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  28.  1
    Teaching Critical Thinking in Undergraduate Science Courses.Paul Hager, Ray Sleet, Peter Logan & Mal Hooper - 2003 - Science & Education 12 (3):303-313.
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  29.  1
    Postfoundational Philosophy of Education?Paul Hager - 2000 - Educational Philosophy and Theory 32 (3):315–317.
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  30. Continuity and Change in the Development of Russell's Philosophy.Paul J. Hager - 1997 - Philosophical Quarterly 47 (187):278-280.
     
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  31. Continuity and Change in the Development of Russell's Philosophy.Paul J. Hager - 1996 - Science and Society 60 (2):235-238.
     
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  32. Front‐Loading, Workplace Learning and Skill Development.Paul Hager - 2004 - Educational Philosophy and Theory 36 (5):523-534.
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  33. Know-How and Workplace Practical Judgement.Paul Hager - 2000 - Journal of the Philosophy of Education 34 (2):281-296.
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  34. Know‐How and Workplace Practical Judgement.Paul Hager - 2000 - Journal of Philosophy of Education 34 (2):281-296.
    In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know‐how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...)
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  35. Know-How and Workplace Practical Judgement.Paul Hager - 2000 - Philosophy of Education 34 (2):281-296.
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  36. New Approaches in the Philosophy of Learning.Paul Hager - 2005 - Educational Philosophy and Theory 37 (5):633-634.
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  37. P. G. Kuntz: "Bertrand Russell". [REVIEW]Paul Hager - 1988 - Australasian Journal of Philosophy 66:417.
     
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  38. Postfoundational Philosophy of Education?Paul Hager - 2000 - Educational Philosophy and Theory 32 (3):315-317.
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  39. Russell’s Conception of Critical Thinking.Paul Hager - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (2):11-19.
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  40. Russell’s Conception of Critical Thinking: Its Scope and Limits.Paul Hager - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (2):11-19.
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  41. Robin Usher on Experience.Paul Hager - 1999 - Educational Philosophy and Theory 31 (1):63-75.
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  42. The Critical Thinking Debate: Editorial Introduction.Paul J. Hager - 1991 - Educational Philosophy and Theory 23 (1):1-6.
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  43. Why Russell Didn't Think He Was a Philosopher of Education.Paul Hager - 1993 - Russell: The Journal of Bertrand Russell Studies 13 (2):150.
     
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