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Richard Smith [152]Richard J. Smith [9]Richard Upsher Smith [5]Richard Currie Smith [4]
Richard D. Smith [3]Richard L. Smith [3]Richard N. W. Smith [3]Richard H. Smith [3]

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Richard Smith
Colorado State University
Richard Smith
Case Western Reserve University
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  1. The Play of Socratic Dialogue.Richard Smith - 2011 - Philosophy of Education 45 (2):221-233.
    Proponents of philosophy for children generally see themselves as heirs to the ‘Socratic’ tradition. They often claim too that children's aptitude for play leads them naturally to play with abstract, philosophical ideas. However in Plato's dialogues we find in the mouth of ‘Socrates’ many warnings against philosophising with the young. Those dialogues also question whether philosophy should be playful in any straightforward way, casting the distinction between play and seriousness as unstable. It seems we cannot think of Plato as representing (...)
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  2.  17
    When Envy Leads to Schadenfreude.Niels van de Ven, Charles E. Hoogland, Richard H. Smith, Wilco W. van Dijk, Seger M. Breugelmans & Marcel Zeelenberg - 2015 - Cognition and Emotion 29 (6):1007-1025.
  3. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  4.  5
    The Virtues of Unknowing.Richard Smith - 2016 - Journal of Philosophy of Education 50 (2):272-284.
    Traditional epistemology is often said to have reached an impasse, and recent interest in virtue epistemology supposedly marks a turn away from philosophers’ traditional focus on problems of knowledge and truth. Yet that focus re-emerges, especially among ‘reliabilist’ virtue epistemologists. I argue for a more ‘responsibilist’ approach and for the importance of some of the quieter and gentler epistemic virtues, by contrast with the tough-minded ones that are currently popular in education. In particular I make a case for what I (...)
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  5.  16
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
  6.  16
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
  7.  62
    On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Journal of Philosophy of Education 40 (1):51–62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  8.  10
    The Activity of Philosophy and the Practice of Education.Pádraig Hogan & Richard Smith - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 165--180.
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  9.  13
    Thinking with Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
  10.  24
    Abstraction and Finitude: Education, Chance and Democracy. [REVIEW]Richard Smith - 2006 - Studies in Philosophy and Education 25 (1-2):19-35.
  11.  16
    Total Parenting.Richard Smith - 2010 - Educational Theory 60 (3):357-369.
    In this essay, Richard Smith observes that being a parent, like so much else in our late‐modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins to cast being a parent as a matter of “parenting,” a technological deployment of skills and techniques, with the loss of older, (...)
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  12.  15
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
  13.  5
    A Strange Condition of Things: Alterity and Knowingness in Dickens' David Copperfield.Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):371-382.
    It is sometimes said that we are strangers to ourselves, bearers of internal alterity, as well as to each other. The profounder this strangeness then the greater the difficulty of giving any systematic account of it without paradox: of supposing that our obscurity to ourselves can readily be illuminated. To attempt such an account, in defiance of the paradox, is to risk knowingness: a condition which, appearing to challenge our alterity but in fact often confirming it, holds an ambiguous place (...)
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  14.  63
    Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  15. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  16.  10
    Distributional Considerations in Economic Responses to Antimicrobial Resistance.Joanna Coast & Richard D. Smith - 2015 - Public Health Ethics 8 (3):225-237.
    Antimicrobial resistance is a major and increasing problem globally. Economics has engaged with this issue increasingly over the last 20 years. Much of this concerns assessments of the cost of various forms of resistance, but it also includes economic analyses of interventions and policies designed to contain resistance. Analysis has, however, thus far largely neglected possible distributional issues associated with such interventions and analysis. The article explores three normative bases for the conduct of economic analysis: welfarism; extra-welfarism focused on health (...)
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  17. Teaching Right and Wrong: Moral Education in the Balance.Richard Smith & Paul Standish - 1998 - British Journal of Educational Studies 46 (4):481-482.
     
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  18. ‘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.
  19.  13
    On Dogs and Children: Judgements in the Realm of Meaning.Richard Smith - 2011 - Ethics and Education 6 (2):171-180.
    When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...)
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  20. American Sociology and Pragmatism: Mead, Chicago Sociology, and Symbolic Interaction.J. David Lewis & Richard L. Smith - 1980 - Transactions of the Charles S. Peirce Society 18 (1):105-108.
     
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  21.  15
    Freedom and Discipline.Richard Smith - 1985 - Allen & Unwin.
    Schools have changed in many ways, largely for the better, since the first edition of this book appeared: the young people in them are generally treated with far more respect than was the case a quarter of a century ago.
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  22.  6
    Dancing on the Feet of Chance: The Uncertain University.Richard Smith - 2005 - Educational Theory 55 (2):139-150.
  23.  88
    Reviews : D. C. Coleman, History and the Economic Past: An Account of the Rise and Decline of Economic History in Britain, Oxford: Clarendon Press, 1987, £17.50, 150 Pp. [REVIEW]Richard J. Smith - 1989 - History of the Human Sciences 2 (2):269-271.
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  24.  5
    In Search of Health.Richard Smith, Laura O'Grady & Alejandro R. Jadad - 2009 - Journal of Evaluation in Clinical Practice 15 (4):743-744.
  25.  48
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):131–135.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  26.  2
    Qualitative Geophysical Interpretation of the Sudbury Structure.Oladele Olaniyan, Richard S. Smith & Bill Morris - 2013 - Interpretation: SEG 1 (1):T25-T43.
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  27.  3
    First Page Preview.Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith - 2013 - Educational Philosophy and Theory 45 (4).
  28.  14
    Standing Alone: Dependence, Independence and Interdependence in the Practice of Education.Morwenna Griffiths & RICHARD SMITH - 1989 - Journal of Philosophy of Education 23 (2):283–294.
  29.  4
    University Futures.Richard Smith - 2012 - Journal of Philosophy of Education 46 (4):649-662.
    Recent radical changes to university education in England have been discussed largely in terms of the arrangements for transferring funding from the state to the student as consumer, with little discussion of what universities are for. It is important, while challenging the economic rationale for the new system, to resist talking about higher education only in the language of economics. There is a strong principled case for rejecting the extension of neoliberalism to education and university education especially. ‘The market’ claims (...)
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  30.  11
    Knowing the Self and Knowing the "Other": The Epistemological and Heuristic Value of the Yijing.Richard J. Smith - 2006 - Journal of Chinese Philosophy 33 (4):465–477.
  31.  15
    Beneath the Skin: Statistics, Trust, and Status.Richard Smith - 2011 - Educational Theory 61 (6):633-645.
    Overreliance on statistics, and even faith in them—which Richard Smith in this essay calls a branch of “metricophilia”—is a common feature of research in education and in the social sciences more generally. Of course accurate statistics are important, but they often constitute essentially a powerful form of rhetoric. For purposes of analysis and understanding, they have their limitations. In particular they tend to tell us more about correlation than causality. The extended example Smith discusses here—The Spirit Level: Why More Equal (...)
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  32. As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Philosophy of Education 40 (2):157-168.
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  33. On Diffidence: The Moral Psychology of Self‐Belief.Richard Smith - 2006 - Journal of Philosophy of Education 40 (1):51-62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  34. On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Philosophy of Education 40 (1):51-62.
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  35. Gordon Finlayson's Website.Martha Nussbaum, Richard Smith & James Ladyman - forthcoming - Philosophy.
     
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  36.  1
    Thinking With Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Philosophy of Education 37 (2):309-323.
  37.  22
    Between the Lines: Philosophy, Text and Conversation.Richard Smith - 2009 - Journal of Philosophy of Education 43 (3):437-449.
    In doing philosophy we need to be aware of the awkwardness of thinking in terms of having a method, still more any kind of 'methodology'. Instead we might consider the different ways in which philosophy has been conceived in terms of contrasts: for example between the written and the spoken word, between exposition and dialogue, and between—in Richard Rorty's terms—systematic and edifying philosophy. This article offers no easy answer to how to proceed, suggesting rather that those who attempt philosophy need (...)
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  38.  5
    Skills: The Middle Way.Richard Smith - 1987 - Journal of Philosophy of Education 21 (2):197–201.
  39.  36
    The Twilight of Civilization.Richard F. Smith - 1943 - Modern Schoolman 21 (1):56-57.
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  40.  1
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of the Philosophy of Education 36 (1):87-100.
  41.  7
    The Ethics of Research Excellence.James C. Conroy & Richard Smith - 2017 - Journal of Philosophy of Education 51 (4):693-708.
    We here analyse the ethical dimensions of the UK's ‘Research Excellence Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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  42.  1
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327-340.
  43.  1
    Schadenfreude and Gluckschmerz.Richard H. Smith & Wilco W. Van Dijk - forthcoming - Emotion Review.
    We explore why people feel the socially improper emotions of schadenfreude and gluckschmerz. One explanation follows from sentiment relations. Prior dislike leads to both schadenfreude and gluckschmerz. A second explanation relates to concerns over justice. Deserved misfortune is pleasing and undeserved good fortune is displeasing. A third explanation concerns appraisal of the good or bad fortunes of others as creating either benefit or harm for the self or in-group. Especially in competitive situations and when envy is present, gain is pleasing (...)
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  44. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
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  45. Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Philosophy of Education 42 (Supplement s1):183-198.
    The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  46. Freedom and Discipline.John Wilson & Richard Smith - 1986 - British Journal of Educational Studies 34 (2):204.
  47. Envy and Schadenfreude.Richard Smith, Terence Turner, Ron Garonzick, Colin Leach, Vanessa Urch-Druskat & Christine Weston - 1996 - Personality and Social Psychology Bulletin 22 (2):158-168.
  48.  1
    Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (4):417–419.
  49.  9
    Replacing Descartes’s “Thinking Thing” With Deely’s “Semiotic Animal”.Richard Currie Smith - 2016 - American Journal of Semiotics 32 (1-4):143-204.
    French mathematician and natural philosopher René Descartes in the early seventeenth century developed his “thinking thing” definition of human being. This ontological construct that places the rational intellect of mankind as separate and superior to the natural world became the centerpiece of the Enlightenment and established the Modern Age. Descartes’s definition underlay the scientific and industrial revolution, colonialism, and the cultural imperialism of the West to become globalized along with modernity. With the marvelous technological advances of the worldwide spread of (...)
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  50. Deconstructing Hegemony: Multicultural Policy and a Populist Response.John Knight, Richard Smith & Judyth Sachs - 1990 - In Stephen J. Ball (ed.), Foucault and Education: Disciplines and Knowledge. Routledge. pp. 133--152.
     
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