66 found
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  1. Utilitarianism: A Contemporary Statement.Robin Barrow - 2015 - Routledge.
    In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
     
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  2.  73
    An Introduction to Philosophy of Education.Robin Barrow - 2006 - Routledge.
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person (...)
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  3. Beyond Liberal Education: Essays in Honour of Paul H. Hirst.Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) - 1993 - Routledge.
    This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian (...)
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  4.  89
    Was Peters Nearly Right About Education?Robin Barrow - 2009 - Philosophy of Education 43 (Supplement s1):9-25.
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs to choose, (...)
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  5.  18
    The Philosophy of Schooling.Robin Barrow - 1981 - Wheatsheaf.
    This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
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  6. An Introduction to Moral Philosophy and Moral Education.Robin Barrow - 2007 - Routledge.
    Integrity : a shared moral value -- Religion, nature and intuition as possible sources of moral truth -- Some distinctions and some mistakes -- Rights and procedures -- Principles that define morality -- Reasons for being moral -- Relativism -- Second order principles -- Moral vs. social, ecological and sexual values -- Moral vs. health and safety values -- Moral questions in education -- The question of moral education -- Forms of moral education.
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  7.  17
    Skill Talk.Robin Barrow - 1987 - Journal of Philosophy of Education 21 (2):187–195.
  8. Understanding Skills Thinking, Feeling, and Caring.Robin Barrow - 1990
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  9.  43
    On the Duty of Not Taking Offence.Robin Barrow - 2005 - Journal of Moral Education 34 (3):265-275.
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  10.  8
    Skill Talk.Robin Barrow - 1987 - Philosophy of Education 21 (2):187-195.
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  11.  22
    Does the Question "What Is Education?" Make Sense?Robin Barrow - 1983 - Educational Theory 33 (3-4):191-195.
  12.  24
    Education and the Body: Prolegomena.Robin Barrow - 2008 - British Journal of Educational Studies 56 (3):272-285.
    There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides an alternative route to knowledge, if so of what. For example, (...)
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  13.  18
    Common Schooling and the Need for Distinction.Robin Barrow - 2007 - Philosophy of Education 41 (4):559-573.
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  14. Plato, Utilitarianism and Education.Robin Barrow - 1975 - Routledge and Kegan Paul.
    Introduction I i Plato's critics The view that I shall put forward is that utilitarianism is the only acceptable ethical theory and that this was recognised ...
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  15.  17
    Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory.Robin Barrow - 1986 - British Journal of Educational Studies 34 (1):109-111.
  16.  20
    Common Schooling and the Need for Distinction.Robin Barrow - 2007 - Journal of Philosophy of Education 41 (4):559–573.
  17.  31
    Language and Character.Robin Barrow - 2004 - Arts and Humanities in Higher Education 3 (3):267-279.
    Recent empirical research into the brain, while reinforcing the view that we are extensively ‘programmed’, does not refute the idea of a distinctive human mind. The human mind is primarily a product of the human capacity for a distinctive kind of language. Human language is thus what gives us our consciousness, reasoning capacity and autonomy. To study and understand the human, however, is ultimately a task beyond empirical disciplines such as psychology. Literature is the repository of wisdom relating to humanity (...)
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  18.  9
    The Philosophy of Schooling.Lionel Elvin & Robin Barrow - 1982 - British Journal of Educational Studies 30 (3):353.
  19.  11
    Chrestomathia.Robin Barrow, Jeremy Bentham, M. J. Smith & W. H. Burston - 1985 - British Journal of Educational Studies 33 (1):87.
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  20.  11
    Radical Education: A Critique of Freeschooling and Deschooling.Ian Lister & Robin Barrow - 1979 - British Journal of Educational Studies 27 (3):259.
  21.  7
    Misdescribing a Cow: The Question of Conceptual Correctness.Robin Barrow - 1985 - Educational Theory 35 (2):205-207.
  22.  9
    Does the Question “What Is Education?” Make Sense?Robin Barrow - 1983 - Educational Theory 33 (3-4):191-195.
  23.  18
    Radical Education: A Critique of Freeschooling and Deschooling.Robin Barrow - 1978 - M. Robertson.
  24.  14
    The Poverty of Empirical Research in Moral Education: Beyond John Wilson.Robin Barrow - 2000 - Journal of Moral Education 29 (3):313-321.
    The essence of the argument in this article is threefold: that empirical questions about laws governing human activity do not have definitive answers; that certain conceptual questions do, and when they do they have important practical implications; but that many conceptual questions do not have definitive answers either. The argument is pursued by reference to Wilson's views on the nature and importance of philosophy, and to moral education by way of example. The conclusion drawn is that empirical research into education (...)
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  25.  51
    The Concept of Curriculum Design.Robin Barrow - 1986 - Journal of Philosophy of Education 20 (1):73–80.
  26.  36
    Academic Freedom: Its Nature, Extent and Value.Robin Barrow - 2009 - British Journal of Educational Studies 57 (2):178-190.
    Academic freedom does not refer to freedom to engage in any speech act, but to freedom to hold any belief and espouse it in an appropriately academic manner. This freedom belongs to certain institutions, rather than to individuals, because of their academic nature. Academic freedom should be absolute, regardless of any offence it may on occasion cause.
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  27.  32
    Inclusion Vs. Fairness.Robin Barrow - 2001 - Journal of Moral Education 30 (3):235-242.
    A policy of inclusion may, in certain circumstances, be justified but inclusion is not an inherently moral principle. On occasion, the practice of inclusion may clearly offend against the principles of fairness. It is crucially important to distinguish between empirical arguments for inclusion and would-be moral arguments. That having been done, it is not clear that there are in general any compelling empirical arguments for a widespread policy of inclusion, and it is tolerably clear that inclusion is not morally incumbent (...)
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  28.  19
    Injustice, Inequality and Ethics.Brenda Cohen & Robin Barrow - 1983 - Philosophical Quarterly 33 (132):309.
  29.  11
    Injustice, Inequality and Ethics.Antony Flew & Robin Barrow - 1983 - British Journal of Educational Studies 31 (2):159.
  30. By Maria Del Pilar Zeledén and Maria Rosa Buxarrais) Rflvlfiwfid By.Robin Barrow, Barbara Applebaum, Bruce Maxwell & Roland Reicltenbach - 2005 - Journal of Moral Education 34 (3).
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  31.  6
    The Concept of Curriculum Design.Robin Barrow - 1986 - Philosophy of Education 20 (1):73-80.
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  32.  17
    Moral Education's Modest Agenda.Robin Barrow - 2006 - Ethics and Education 1 (1):3-13.
    When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in practice and what is justifiable. Moral theory seeks to delineate an ideal situation. Different circumstances give rise to different particular practices; but the principles of freedom, (...)
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  33.  41
    The Generic Fallacy.Robin Barrow - 1991 - Educational Philosophy and Theory 23 (1):7–17.
  34.  11
    Offence and Respect: Some Brief Comments.Robin Barrow - 2006 - Journal of Moral Education 35 (1):33-36.
  35.  32
    Language: Definition and Metaphor.Robin Barrow - 1997 - Studies in Philosophy and Education 16 (1/2):113-124.
    This paper argues that there is an urgent need for philosophers to convince educationalists of the practical value and the necessity of the philosophical task, particularly analysis. The nature of philosophical analysis is outlined in terms of the criteria of clarity, coherence, completeness and compatibility, which, it is argued, in turn lead to a degree of commonality. The tendency to substitute metaphor or analogy for analysis in argument is then considered, with illustrative reference to the idea of teaching as a (...)
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  36.  16
    Religion in the Schools.Robin Barrow - 1974 - Educational Philosophy and Theory 6 (1):49–57.
  37.  9
    Religion In The Schools.Robin Barrow - 1974 - Educational Philosophy and Theory 6 (1):49-57.
  38. Academic Ethics.Robin Barrow & Patrick Keeney (eds.) - 2006 - Ashgate.
  39. Conceptual Finesse.Robin Barrow - 1987 - Paideusis: Journal of the Canadian Philosophy of Education Society 1 (1):3-12.
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  40. Dictating Democracy.Robin Barrow - 2007 - Journal of Thought 42 (1/2):27-41.
     
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  41. Developing Intelligence.Robin Barrow - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 5 (2):25-33.
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  42. Editorial: Publicity, the Public and Professors.Robin Barrow - 2004 - British Journal of Educational Studies 52 (3):223-227.
  43. Injustice, Inequality and Ethics: A Philosophical Introduction to Moral Problems.Robin Barrow - 1982 - Barnes & Noble.
    Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the (...)
     
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  44. Injustice, Inequality and Ethics: A Philosophical Introduction to Moral Problems.Robin Barrow - 1982 - Routledge.
    Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the (...)
     
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  45.  34
    Judging Quality of Human Achievement.Robin Barrow - 2006 - Education and Culture 22 (1):7-16.
    : This paper defends the commonsense view that judgments about the quality of human achievement in the arts can be true or false and shown to be so by objective reasoning, as against both subjectivist views and, more particularly, the view that they can be quantitatively expressed and scientifically demonstrated. It focuses on Charles Murray's recent attempt to rank-order the great achievers in an objective manner, arguing that it is fundamentally flawed, especially in confusing the quantification of references with an (...)
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  46. Language, Intelligence, and Thought.Robin Barrow - 2015 - Routledge.
    In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to (...)
     
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  47. Moral Philosophy for Education.Robin Barrow - 1975 - Linnet Books.
  48. Not Guilty as Charged.Robin Barrow - 1995 - Paideusis: Journal of the Canadian Philosophy of Education Society 9 (1):19-22.
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  49. Or What's a Evean For?'The Importance of Aims in Education'.Robin Barrow - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge.
     
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  50. Plato and Education.Robin Barrow - 1976 - Routledge and Kegan Paul.
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