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Peter Gardner [43]Peter M. Gardner [2]
  1.  24
    Religious upbringing and the liberal ideal of religious autonomy.Peter Gardner - 1988 - Journal of Philosophy of Education 22 (1):89–105.
    Peter Gardner; Religious Upbringing and the Liberal Ideal of Religious Autonomy, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 89–1.
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  2.  8
    Religious Upbringing and the Liberal Ideal of Religious Autonomy.Peter Gardner - 1988 - Journal of Philosophy of Education 22 (1):89-105.
    Peter Gardner; Religious Upbringing and the Liberal Ideal of Religious Autonomy, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 89–1.
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  3.  17
    Hand on religious upbringing.Peter Gardner - 2004 - Journal of Philosophy of Education 38 (1):121–128.
    Michael Hand's recent paper, ‘Religious Upbringing Reconsidered', re-opens a debate that was flourishing over a decade ago in this journal and, long before that, in the works of others. In this response I examine Hand's claims that earlier contributions to the debate passed over the central problem and that he can solve that problem. I endeavour to show that several of Hand's arguments, such as those dealing with indoctrination, as well as his claims may be flawed, that the relevance of (...)
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  4.  7
    Hand on Religious Upbringing.Peter Gardner - 2004 - Journal of Philosophy of Education 38 (1):121-128.
    Michael Hand’s recent paper, ‘Religious Upbringing Reconsidered’, re-opens a debate that was flourishing over a decade ago in this journal and, long before that, in the works of others. In this response I examine Hand’s claims that earlier contributions to the debate passed over the central problem and that he can solve that problem. I endeavour to show that several of Hand’s arguments, such as those dealing with indoctrination, as well as his claims may be flawed, that the relevance of (...)
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  5.  57
    Should we teach children to be open-minded? Or, is the Pope open-minded about the existence of God?Peter Gardner - 1993 - Journal of Philosophy of Education 27 (1):39–43.
    The recommendation that we encourage children to be open-minded has been gathering strength. Yet given the everyday meaning of ‘being open-minded about something’, we may decide to reject this recommendation because it proscribes teaching and learning. There again, recent philosophical accounts of open-mindedness seem to oppose everyday meaning and lead to the absurd conclusion that the Pope is open-minded about the existence of God. This paper suggests two ways of looking at these problems, the second of which reconciles ordinary usage (...)
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  6.  3
    Should We Teach Children to be Open-Minded? Or, is the Pope Open-Minded about the Existence of God?Peter Gardner - 1993 - Journal of Philosophy of Education 27 (1):39-43.
    The recommendation that we encourage children to be open-minded has been gathering strength. Yet given the everyday meaning of ‘being open-minded about something’, we may decide to reject this recommendation because it proscribes teaching and learning. There again, recent philosophical accounts of open-mindedness seem to oppose everyday meaning and lead to the absurd conclusion that the Pope is open-minded about the existence of God. This paper suggests two ways of looking at these problems, the second of which reconciles ordinary usage (...)
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  7.  33
    Reviewing studies with diverse designs: the development and evaluation of a new tool.Reema Sirriyeh, Rebecca Lawton, Peter Gardner & Gerry Armitage - 2012 - Journal of Evaluation in Clinical Practice 18 (4):746-752.
  8.  34
    Personal autonomy and religious upbringing: The 'problem'.Peter Gardner - 1991 - Journal of Philosophy of Education 25 (1):69–81.
    Peter Gardner; Personal Autonomy and Religious Upbringing: the ‘problem’, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 69–81, http.
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  9.  12
    Personal Autonomy and Religious Upbringing: the ‘problem’.Peter Gardner - 1991 - Journal of Philosophy of Education 25 (1):69-81.
    Peter Gardner; Personal Autonomy and Religious Upbringing: the ‘problem’, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 69–81, http.
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  10.  35
    The paradox of moral education: A reassessment.Peter Gardner - 1985 - Journal of Philosophy of Education 19 (1):39–48.
    Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.
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  11.  21
    Liberty and Compulsory Education.Peter Gardner - 1983 - Royal Institute of Philosophy Lectures 15:109-129.
    Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states of affairs, (...)
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  12.  7
    The Paradox of Moral Education: a reassessment.Peter Gardner - 1985 - Journal of Philosophy of Education 19 (1):39-48.
    Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.
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  13.  28
    Four anxieties and a reassurance: Hare and McLaughlin on being open-minded.Peter Gardner - 1996 - Journal of Philosophy of Education 30 (2):271–276.
    In suppport of the idea that education should encourage open-mindedness, Hare and McLaughlin have argued that being open-minded about an issue, in a philosophically well-supported sense of ‘open-mindedness’, need not prevent one from holding a firm belief on that issue. In this paper I examine the lack of cohesion in this sense of ‘open-mindedness’, explain why I continue to be anxious about the tensions between open-mindedness and holding firm beliefs and present three further reasons for having reservations about Hare and (...)
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  14.  1
    Four Anxieties and a Reassurance: Hare and McLaughlin on being open-minded.Peter Gardner - 1996 - Journal of Philosophy of Education 30 (2):271-276.
    In suppport of the idea that education should encourage open-mindedness, Hare and McLaughlin have argued that being open-minded about an issue, in a philosophically well-supported sense of ‘open-mindedness’, need not prevent one from holding a firm belief on that issue. In this paper I examine the lack of cohesion in this sense of ‘open-mindedness’, explain why I continue to be anxious about the tensions between open-mindedness and holding firm beliefs and present three further reasons for having reservations about Hare and (...)
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  15.  12
    Religious education: In defence of non-commitment.Peter Gardner - 1980 - Journal of Philosophy of Education 14 (2):157–168.
    Peter Gardner; Religious Education: in defence of non-commitment, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 157–168, https://do.
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  16.  3
    Religious Education: in defence of non-commitment.Peter Gardner - 1980 - Journal of Philosophy of Education 14 (2):157-168.
    Peter Gardner; Religious Education: in defence of non-commitment, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 157–168, https://do.
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  17.  22
    Thinking critically about critical thinking: An unskilled inquiry into Quinn and McPeck.Peter Gardner & Steve Johnson - 1996 - Journal of Philosophy of Education 30 (3):441–456.
    Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.
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  18.  9
    Thinking Critically About Critical Thinking: an unskilled inquiry into Quinn and McPeck.Peter Gardner & Steve Johnson - 1996 - Journal of Philosophy of Education 30 (3):441-456.
    Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.
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  19.  23
    Teaching the Pursuit of Assumptions.Peter Gardner & Stephen Johnson - 2015 - Journal of Philosophy of Education 49 (4):557-570.
    Within the school of thought known as Critical Thinking, identifying or finding missing assumptions is viewed as one of the principal thinking skills. Within the new subject in schools and colleges, usually called Critical Thinking, the skill of finding missing assumptions is similarly prominent, as it is in that subject's public examinations. In this article we examine how school- and college-focused texts explain and teach ‘this very important skill’. The same texts also deal with the nature of assumptions, validity and (...)
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  20.  47
    Religious Upbringing: a Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639-662.
    In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response.
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  21.  15
    Hand's Academy Challenge: Some Starter Questions.Peter Gardner - 2014 - Journal of Philosophy of Education 48 (4):637-645.
    Michael Hand has recently challenged certain religious organisations that run Academies in the United Kingdom to devise and pursue their own faith-based curricula in their schools. In this short article I examine some of the problems Hand's challenge might encounter, including whether religious conceptions of worthwhile activities and of human flourishing can be as devoid of religious beliefs as Hand would seem to wish and whether his challenge can be met.
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  22.  16
    On some paradoxes in moral education.Peter Gardner - 1981 - Journal of Philosophy of Education 15 (1):65–76.
    Peter Gardner; On Some Paradoxes in Moral Education, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 65–76, https://doi.org/10.1111/j.
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  23.  7
    On Some Paradoxes in Moral Education.Peter Gardner - 1981 - Journal of Philosophy of Education 15 (1):65-76.
    Peter Gardner; On Some Paradoxes in Moral Education, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 65–76, https://doi.org/10.1111/j.
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  24.  60
    The compulsory curriculum and beyond: A consideration of some aspects of the educational philosophy of J. P. white.Peter Gardner - 1984 - Journal of Philosophy of Education 18 (2):167–183.
    Peter Gardner; The Compulsory Curriculum and Beyond: a consideration of some aspects of the educational philosophy of J. P. White, Journal of Philosophy of Educ.
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  25.  7
    The Compulsory Curriculum and Beyond: a consideration of some aspects of the educational philosophy of J. P. White.Peter Gardner - 1984 - Journal of Philosophy of Education 18 (2):167-183.
    Peter Gardner; The Compulsory Curriculum and Beyond: a consideration of some aspects of the educational philosophy of J. P. White, Journal of Philosophy of Educ.
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  26. The Individual in Northern Dene Thought and Communication a Study in Sharing and Diversity.Jane Mcnab Christian & Peter M. Gardner - 1977 - National Museums of Canada.
  27.  18
    A Consideration of Liberty, Compulsion and the Curriculum.Peter Gardner - 1985 - British Journal of Educational Studies 33 (3):235 - 249.
  28.  11
    A consideration of liberty, compulsion and the curriculum.Peter Gardner - 1985 - British Journal of Educational Studies 33 (3):235-249.
  29.  15
    Ethical Absolutism and Education.Peter Gardner - 1993 - Royal Institute of Philosophy Supplement 35:77-94.
    At a conference I attended not so long ago I suggested to someone who had just read a paper that beneath his apparent commitment to a kind of ethical relativism he was in fact an ethical absolutist. The person I was addressing seemed quite upset by my suggestion and proceeded to argue that my understanding of his paper was somewhat awry. This experience was not new to me. Having taught ethics and philosophy of education courses for many years, courses which (...)
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  30.  14
    Liberty and Compulsory Education.Peter Gardner - 1983 - Royal Institute of Philosophy Supplement 15:109-129.
    Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states of affairs, (...)
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  31. Neutrality in education.Peter Gardner - 1989 - In Robert E. Goodin & Andrew Reeve (eds.), Liberal Neutrality. Routledge. pp. 106--128.
  32.  20
    Paternalism and consent in education, or one day you 'll be grateful'.Peter Gardner - 1983 - Journal of Philosophy of Education 17 (1):57–72.
    Peter Gardner; Paternalism and Consent in Education, or One Day You’ll be Grateful, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 5.
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  33.  4
    Paternalism and Consent in Education, or One Day You’ll be Grateful.Peter Gardner - 1983 - Journal of Philosophy of Education 17 (1):57-72.
    Peter Gardner; Paternalism and Consent in Education, or One Day You’ll be Grateful, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 5.
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  34.  4
    'Private judgement', mill and tocqueville: An apology.Peter Gardner - 1992 - Journal of Philosophy of Education 26 (1):113–115.
    Peter Gardner; ‘Private Judgement’, Mill and Tocqueville: an apology, Journal of Philosophy of Education, Volume 26, Issue 1, 30 May 2006, Pages 113–115, https.
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  35.  3
    ‘Private Judgement’, Mill and Tocqueville: an apology.Peter Gardner - 1992 - Journal of Philosophy of Education 26 (1):113-115.
    Peter Gardner; ‘Private Judgement’, Mill and Tocqueville: an apology, Journal of Philosophy of Education, Volume 26, Issue 1, 30 May 2006, Pages 113–115, https.
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  36.  7
    Some errors in moral education, or D. Z. Phillips and the'educational argument'.Peter Gardner - 1982 - Journal of Philosophy of Education 16 (1):97–105.
    Peter Gardner; Some Errors in Moral Education, or D. Z. Phillips and the‘Educational Argument’, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2.
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  37. Some Errors in Moral Education, or D. Z. Phillips and the‘Educational Argument’.Peter Gardner - 1982 - Journal of Philosophy of Education 16 (1):97-105.
    Peter Gardner; Some Errors in Moral Education, or D. Z. Phillips and the‘Educational Argument’, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2.
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  38.  27
    Symposium: Theoretical Problems of Art Education.Peter Gardner - 1966 - British Journal of Aesthetics 6 (1):37.
  39.  5
    Still worried.Peter Gardner - 2004 - Journal of Philosophy of Education 38 (4):639–662.
    One of my main concerns with Hand’s original paper (see Gardner, 2004, p. 121 and pp. 126–127) was and still is the matter of its relevance. Hand insists in tha.
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  40. Still Worried.Peter Gardner - 2004 - Journal of Philosophy of Education 38 (4):639-662.
    One of my main concerns with Hand’s original paper (see Gardner, 2004, p. 121 and pp. 126–127) was and still is the matter of its relevance. Hand insists in tha.
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  41.  13
    The Compulsory Curriculum and Beyond: a rejoinder to John White.Peter Gardner - 1987 - Journal of Philosophy of Education 21 (2):271-281.
    Peter Gardner; The Compulsory Curriculum and Beyond: a rejoinder to John White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 271–2.
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  42.  12
    The compulsory curriculum and beyond: A rejoinder to John white.Peter Gardner - 1987 - Journal of Philosophy of Education 21 (2):271–281.
    Peter Gardner; The Compulsory Curriculum and Beyond: a rejoinder to John White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 271–2.
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  43.  12
    Which culture traits are primitive?Peter M. Gardner - 2000 - Journal of Consciousness Studies 7 (1-2):1-2.
    Since early in this century, a number of cultural anthropologists and archaeologists have been theorizing that some of the very culture traits Boehm regards as ‘primitive’ are, in fact, partial products of the difficult circumstances of the last few thousand years. For instance, the mobility and egalitarianism of some foragers may have been amplified by their culture contact experiences. Boehm must consider these theories if he hopes to identify foragers whose cultures may be representative of the past.
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  44.  13
    Some Achilles' heels of thinking skills: A response to Higgins and Baumfield.Steve Johnson & Peter Gardner - 1999 - Journal of Philosophy of Education 33 (3):435–449.
    Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We examine these defences and find them (...)
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  45.  51
    Some Achilles' Heels of Thinking Skills: a Response to Higgins and Baumfield.Steve Johnson & Peter Gardner - 1999 - Journal of Philosophy of Education 33 (3):435-449.
    Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We examine these defences and find them (...)
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