159 found
Order:
Disambiguations
Richard Smith [158]Richard J. Smith [9]Richard Upsher Smith [5]Richard Currie Smith [5]
Richard N. W. Smith [4]Richard H. Smith [4]Richard L. Smith [3]Richard D. Smith [3]

Not all matches are shown. Search with initial or firstname to single out others.

See also
Richard Smith
Colorado State University
Richard Smith
Case Western Reserve University
3 more
  1.  26
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  2. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  3.  42
    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.
  4.  33
    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 (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  5. 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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  6. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
    Export citation  
     
    Bookmark   23 citations  
  7.  70
    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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  8.  33
    Self‐Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
  9.  29
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
  10.  8
    The Ancient Quarrel and the Dream of Writing.Richard Smith - 2018 - Journal of Philosophy of Education 52 (4):592-608.
  11. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
    No categories
     
    Export citation  
     
    Bookmark   8 citations  
  12.  4
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of the Philosophy of Education 36 (1):87-100.
  13.  13
    Thinking with Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
  14.  2
    On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Philosophy of Education 40 (1):51-62.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   9 citations  
  15.  2
    Thinking With Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Philosophy of Education 37 (2):309-323.
  16.  4
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Philosophy of Education 40 (2):157-168.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  17.  12
    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.
    Direct download  
     
    Export citation  
     
    Bookmark   9 citations  
  18.  29
    Abstraction and Finitude: Education, Chance and Democracy. [REVIEW]Richard Smith - 2006 - Studies in Philosophy and Education 25 (1-2):19-35.
    Education in the west has become a very knowing business in which students are encouraged to cultivate self-awareness and meta-cognitive skills in pursuit of a kind of perfection. The result is the evasion of contingency and of the consciousness of human finitude. The neo-liberalism that makes education a market good exacerbates this. These tendencies can be interpreted as a dimension of scepticism. This is to be dissolved partly by acknowledging that we are obscure to ourselves. Such an acknowledgement is fostered (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  19.  20
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
  20.  25
    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 (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  21.  20
    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, (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  22.  72
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  23.  16
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  24.  79
    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.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  25.  26
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  26.  23
    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.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  27. 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.
     
    Export citation  
     
    Bookmark   13 citations  
  28. ‘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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  29. Teaching Right and Wrong: Moral Education in the Balance.Richard Smith & Paul Standish - 1998 - British Journal of Educational Studies 46 (4):481-482.
     
    Export citation  
     
    Bookmark   7 citations  
  30.  15
    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 (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  31.  44
    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 (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  32. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
    No categories
     
    Export citation  
     
    Bookmark   3 citations  
  33.  7
    Dancing on the Feet of Chance: The Uncertain University.Richard Smith - 2005 - Educational Theory 55 (2):139-150.
  34.  28
    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.
  35.  5
    Freedom and Discipline.John Wilson & Richard Smith - 1986 - British Journal of Educational Studies 34 (2):204.
  36. The Joy of Pain. Schadenfreude and the Dark Side of Human Nature.Richard H. Smith - 2013 - Oxford University Press.
     
    Export citation  
     
    Bookmark   1 citation  
  37.  6
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Philosophy of Education 40 (2):131-135.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  38.  19
    Laughter: An Essay on the Meaning of the Comic.Richard Smith - 1913 - International Journal of Ethics 23 (2):216-218.
    Direct download  
     
    Export citation  
     
    Bookmark   16 citations  
  39.  14
    Skills: The Middle Way.Richard Smith - 1987 - Journal of Philosophy of Education 21 (2):197–201.
  40.  39
    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.
  41.  99
    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.
  42. 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.
  43.  4
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327-340.
  44.  6
    Skills: The Middle Way.Richard Smith - 1987 - Philosophy of Education 21 (2):197-201.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  45.  7
    In Search of Health.Richard Smith, Laura O'Grady & Alejandro R. Jadad - 2009 - Journal of Evaluation in Clinical Practice 15 (4):743-744.
  46.  7
    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 (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  47.  22
    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):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  48.  48
    MARITAIN, JACQUES, "Twilight of Civilization". [REVIEW]Richard F. Smith - 1943 - Modern Schoolman 21:56.
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  49.  4
    Standing Alone: Dependence, Independence and Interdependence in the Practice of Education.Morwenna Griffiths & Richard Smith - 1989 - Philosophy of Education 23 (2):283-294.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  50. Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2001 - 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 (...)
     
    Export citation  
     
    Bookmark   2 citations  
1 — 50 / 159