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  1.  57
    Listening: An exploration of philosophical traditions.Sophie Haroutunian-Gordon & Megan J. Laverty - 2011 - Educational Theory 61 (2):117-124.
  2. Plato's philosophy of listening.Sophie Haroutunian-Gordon - 2011 - Educational Theory 61 (2):125-139.
    In the article, Sophie Haroutunian-Gordon asks, Did Plato have a philosophy of listening, and if so, what was it? Listening is the counterpart of speaking in a dialogue, and it is no less important. Indeed, learning from the dialogue is less likely to occur as people participate unless listening as well as speaking takes place. Haroutunian-Gordon defines a philosophy of listening as a set of beliefs that fall into four categories: (1) the aim of listening; (2) the nature of listening; (...)
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  3.  3
    (1 other version)Jean‐Luc Nancy's Conception of Listening.Sophie Haroutunian-Gordon & Megan Jane Laverty - 2025 - Educational Theory 74 (6):915-941.
    In this article Sophie Haroutunian-Gordon and Megan Jane Laverty discuss Jean-Luc Nancy's conception of listening as presented in his seminal work, À l'écoute. The authors argue that Nancy uses the term “listening” to refer to the experience of coming to an idea of sound(s) initially encountered as puzzling. They illustrate Nancy's conception with teaching/learning situations involving a pianist and teacher, Deborah Sobol, and two aspiring players, Sophie Haroutunian-Gordon and Rosalie Romano. The article has four parts. In part 1, the authors (...)
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  4.  64
    In Dialogue: Response to Frede V. Nielsen's?Didactology as a Field of Theory and Research in Music Education?Sophie Haroutunian-Gordon - 2005 - Philosophy of Music Education Review 13 (1):95-98.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 95-98 [Access article in PDF] Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education" Sophie Haroutunian-Gordon Northwestern University Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a devoted student of music, (...)
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  5.  8
    Listening — in a Democratic Society1.Sophie Haroutunian-Gordon - 2003 - Philosophy of Education 59:1-18.
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  6.  37
    Response to Wilna Meijer.Sophie Haroutunian-Gordon - 1994 - Studies in Philosophy and Education 13 (1):85-87.
  7.  1
    Symposium Introduction: The Philosophy of Jean‐Luc Nancy and the Study of Education.Sophie Haroutunian-Gordon & Megan Jane Laverty - 2025 - Educational Theory 74 (6):840-848.
  8.  54
    Statements of Method and Teaching: The Case of Socrates.Sophie Haroutunian-Gordon - 1990 - Studies in Philosophy and Education 10 (2):139-156.
    In this paper, I ponder the question of whether Socrates follows a method of investigation — the method of hypothesis — which he advocates in Plato's Phaedo. The evidence in the dialogue suggests that he does not follow the method, which raises additional questions: If he fails to do so, why does he articulate the method? Does his statement of method affect his actions or is it mainly forgotten? Although Socrates is a fictional character, his actions in the Phaedo suggests (...)
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  9.  56
    The selection of texts: Response to professor Alan Gewirth.Sophie Haroutunian-Gordon - 1994 - Studies in Philosophy and Education 13 (2):125-129.
  10.  17
    Teaching in an “III‐Structured” Situation: The Case of Socrates.Sophie Haroutunian-Gordon - 1988 - Educational Theory 38 (2):225-237.
  11. The editor wishes to thank the following persons for their willingness to serve as manuscript reviewer for the journal between July 2003 and June 2004. [REVIEW]Bernadette Baker, Eric Bredo, Randal Curren, Paul Farber, Lynn Fendler, James Garrison, Jim Giarelli, David Granger, David Hansen & Sophie Haroutunian-Gordon - 2004 - Studies in Philosophy and Education 3 (489).
     
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  12.  55
    Explaining change in psychology: The road not taken. [REVIEW]Sophie Haroutunian-Gordon - 1988 - Human Studies 11 (4):389 - 418.