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Richard Smith [184]Richard J. Smith [10]Richard Upsher Smith [5]Richard H. Smith [5]
Richard N. W. Smith [4]Richard Currie Smith [4]Richard D. Smith [3]Richard G. Smith [3]

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  1. 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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  2. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  3.  9
    Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.) - 2000 - New York: Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
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  4.  54
    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. The Play of Socratic Dialogue.Richard Smith - 2011 - Journal of 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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  6.  44
    Self‐Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
    Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...)
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  7.  88
    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.
    Previous research has yielded inconsistent findings concerning the relationship between envy and schadenfreude. Three studies examined whether the distinction between benign and malicious envy can resolve this inconsistency. We found that malicious envy is related to schadenfreude, while benign envy is not. This result held both in the Netherlands where benign and malicious envy are indicated by separate words (Study 1: Sample A, N = 139; Sample B, N = 150), and in the USA where a single word is used (...)
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  8.  19
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  9. 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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  10.  10
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87-100.
    Self-esteem has become an educational shibboleth. But over-valuing it brings dangers, particularly of dishonesty, manipulation and devaluation of human relationships. Yet there is clearly something here we want to save: a gentler culture with wider possibilities of self-fulfilment. Here I try to distinguish three levels of self-esteem talk. There is the exaltation of self-esteem as the chief aim of education, the therapeutic approach to education and the recognition of self-esteem as one educational value among many. It is the latter, I (...)
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  11.  66
    Schadenfreude and Gluckschmerz.Richard H. Smith & Wilco W. van Dijk - 2018 - Emotion Review 10 (4):293-304.
    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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  12.  34
    As if by machinery: The levelling of educational research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
    Much current educational research shows the influence of two powerful but potentially pernicious lines of thought. The first, which can be traced at least as far back as Francis Bacon, is the ambition to formulate precise techniques of research, or ‘research methods’, which can be applied reliably irrespective of the talent of the researcher. The second is the recognition that in the social sciences we—humankind—are ourselves the objects of our study. The first line of thought threatens to cut educational research (...)
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  13.  82
    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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  14.  17
    The Ancient Quarrel and the Dream of Writing.Richard Smith - 2018 - Journal of Philosophy of Education 52 (4):592-608.
  15.  29
    Laughter: An Essay on the Meaning of the Comic.Richard Smith - 1913 - International Journal of Ethics 23 (2):216-218.
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  16.  4
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  17.  9
    As if by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157-168.
    Much current educational research shows the influence of two powerful but potentially pernicious lines of thought. The first, which can be traced at least as far back as Francis Bacon, is the ambition to formulate precise techniques of research, or ‘research methods’, which can be applied reliably irrespective of the talent of the researcher. The second is the recognition that in the social sciences we—humankind—are ourselves the objects of our study. The first line of thought threatens to cut educational research (...)
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  18.  6
    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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  19.  22
    Thinking with each other: The peculiar practice of the university.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
    This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre's notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre's talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and (...)
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  20.  11
    Thinking With Each Other: the Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309-323.
    This chapter enquires into the nature of university teaching. I consider whether Alasdair MacIntyre’s notion of a practice, together with some of his related ideas, is useful to us here. My argument is that MacIntyre’s talk of incommensurable rationalities tells in the end against the fragmentation of higher education and rather points to one distinctive and important role for the university: that the university should be conceived in some respects as a therapeutic community, whose function it is to encourage and (...)
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  21.  13
    The Joy of Pain: Schadenfreude and the Dark Side of Human Nature.Richard H. Smith - 2013 - Oxford University Press.
    Few people will easily admit to taking pleasure in the misfortunes of others. But who doesn't enjoy it when an arrogant but untalented contestant is humiliated on American Idol, or when the embarrassing vice of a self-righteous politician is exposed, or even when an envied friend suffers a small setback? The truth is that joy in someone else's pain--known by the German word schadenfreude--permeates our society. In The Joy of Pain, psychologist Richard Smith, one of the world's foremost authorities on (...)
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  22.  19
    Call for emergency action to limit global temperature increases, restore biodiversity and protect health.Lukoye Atwoli, Abdullah H. Baqui, Thomas Benfield, Raffaella Bosurgi, Fiona Godlee, Stephen Hancocks, Richard Horton, Laurie Laybourn-Langton, Carlos Augusto Monteiro, Ian Norman, Kirsten Patrick, Nigel Praities, Marcel G. M. Olde Rikkert, Eric J. Rubin, Peush Sahni, Richard Smith, Nicholas J. Talley, Sue Turale & Damián Vázquez - 2021 - Journal of Medical Ethics 47 (12):1-1.
    > Wealthy nations must do much more, much faster. The United Nations General Assembly in September 2021 will bring countries together at a critical time for marshalling collective action to tackle the global environmental crisis. They will meet again at the biodiversity summit in Kunming, China, and the climate conference 26) in Glasgow, UK. Ahead of these pivotal meetings, we—the editors of health journals worldwide—call for urgent action to keep average global temperature increases below 1.5°C, halt the destruction of nature (...)
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  23.  29
    Paths of judgement: The revival of practical wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
  24. 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.
  25.  33
    Freedom and discipline.Richard Smith - 1985 - Boston: 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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  26.  16
    Character education and the instability of virtue.Richard Smith - 2022 - Journal of Philosophy of Education 56 (6):889-898.
    Character education in schools in England is flourishing. I give many examples of the enthusiasm for it as well as drawing attention to the UK government's new ambivalence towards it. Character education seems largely impervious to the many criticisms to which it has been subjected. I touch on these only briefly as my focus is on a criticism that has received little coverage. This is because the virtues on offer are unstable. They are best understood as sites on which we (...)
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  27.  10
    Paths of Judgement: the revival of practical wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327-340.
  28.  41
    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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  29.  38
    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.
    Morwenna Griffiths, Richard Smith; Standing Alone: dependence, independence and interdependence in the practice of education, Journal of Philosophy of Education.
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  30.  30
    The Activity of Philosophy and the Practice of Education.Pádraig Hogan & Richard Smith - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 163–180.
    This chapter contains sections titled: Introduction Circumscribing the Claims of Theory Plato's Reversal of the Precedence of Practice A Lesson about Learning Philosophy as a Way of Life and as the Pursuit of a Specialism From Epistemology Back to Practice Questions of Interpretation Reinterpreting Theory The Uses of Practical Philosophy.
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  31.  15
    Freedom and Discipline.John Wilson & Richard Smith - 1986 - British Journal of Educational Studies 34 (2):204.
  32.  21
    Envy: Theory and Research.Richard H. Smith (ed.) - 2008 - Oxford University Press.
    This book has an overall focus on psychological approaches to the study of envy, but it also has a strong interdisciplinary character as well. Envy serves as a reference and spur for further research for researchers in psychology as well as other disciplines."--BOOK JACKET.
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  33.  87
    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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  34.  9
    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.
    Morwenna Griffiths, Richard Smith; Standing Alone: dependence, independence and interdependence in the practice of education, Journal of Philosophy of Education.
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  35.  21
    Skills: The middle way.Richard Smith - 1987 - Journal of Philosophy of Education 21 (2):197–201.
    Richard Smith; Skills: the middle way, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 197–201, https://doi.org/10.1111/j.1467-9752.1.
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  36.  13
    Skills: the middle way.Richard Smith - 1987 - Journal of Philosophy of Education 21 (2):197-201.
    Richard Smith; Skills: the middle way, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 197–201, https://doi.org/10.1111/j.1467-9752.1.
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  37. 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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  38.  12
    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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  39.  12
    Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (supplement):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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  40.  33
    Educational Research: The Importance of the Humanities.Richard Smith - 2015 - Educational Theory 65 (6):739-754.
    It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, on the (...)
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  41.  26
    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. 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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  43.  17
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):131-135.
    This special issue of the Journal of Philosophy of Education is addressed both to philosophers of education and to the many colleagues in the wider educational.
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  44.  16
    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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  45.  82
    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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  46.  13
    Philosophy, methodology and educational research.David Bridges & Richard Smith (eds.) - 2007 - Malden, MA: Blackwell.
    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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  47.  56
    Educational research and the practical judgement of policy makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  48.  26
    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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  49.  9
    The Patient's Charter.Verena Tschudin & Richard Smith - 1995
    Part of a series exploring ethical issues relevant to the practising nurse. In terms of ethics, The Patient's Charter is about the rights of patients and clients. This book views the ethical issues of the charter from four different viewpoints - the nurse, the doctor, the manager and the patient.
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  50.  21
    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.
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