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  1.  38
    Philosophy of Education and Economics: A Case for Closer Engagement.Stephen Gough - 2009 - Journal of Philosophy of Education 43 (2):269-283.
    Relatively little contemporary philosophy of education employs economic concepts directly. Even where issues such as marketisation of education are discussed there may be little clarification of underlying concepts. The paper argues that while much contemporary economic thinking on education may be philosophically naive, it is also the case that philosophy of education can productively engage with particular economic insights and perspectives. The paper examines particular conceptualisations of 'economics' and 'the market', drawing upon these to consider aspects of an issue that (...)
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  2.  26
    Hypothetical Markets: Educational Application of Ronald Dworkin's Sovereign Virtue.Stephen Gough - 2006 - Journal of Philosophy of Education 40 (3):287–299.
    The purpose of this paper is to consider, in principle and at the most general level, a particular possible approach to educational policy‐making. This approach involves an education‐specific application of the notion of hypothetical markets first developed in Ronald Dworkin's book Sovereign Virtue: The theory and practice of equality . The paper distinguishes the concept of the market from the operation of any actual market, and from the operation of ‘market forces’ in any generalised sense. It continues by arguing that (...)
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  3.  9
    Universities and Sustainable Development: The Necessity for Barriers to Change.William Scott & Stephen Gough - 2007 - Perspectives: Policy and Practice in Higher Education 11 (4):107-115.
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  4.  30
    Curriculum Development and Sustainable Development: Practices, Institutions and Literacies.Stephen Gough & William Scott - 2001 - Educational Philosophy and Theory 33 (2):137–152.
  5.  11
    Toward a Semiotic Theory of Choice and of Learning.Andrew Stables & Stephen Gough - 2006 - Educational Theory 56 (3):271-285.
  6.  23
    Exploring the Purposes of Qualitative Data Coding in Educational Enquiry: Insights From Recent Research.Stephen Gough & William Scott - 2000 - Educational Studies 26 (3):339-354.
    A number of questions are raised concerning the purposes of data coding in qualitative research. It is suggested that in some cases these purposes may usefully be organised into two broad categories, each of which requires a separate coding response. A research project is briefly described in which it was found useful to employ two distinct, though connected, phases of data coding along the lines proposed.
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  7.  14
    Co-Evolution, Knowledge and Education: Adding Value to Learners’ Options.Stephen Gough - 2009 - Studies in Philosophy and Education 28 (1):27-38.
  8.  4
    Learning, Natural Capital and Sustainable Development : Options for an Uncertain World.John Foster, & Stephen Gough - unknown
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  9. Liberalism, Sustainability, Security, Learning : Framing the Issues.Stephen Gough & Andrew Stables - 2008 - In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge. pp. 127.
     
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  10.  27
    Sustainability and Security Within Liberal Societies: Learning to Live with the Future.Stephen Gough & Andrew Stables (eds.) - 2008 - Routledge.
    Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...)
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