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W. John Morgan [14]W. J. Morgan [13]
  1. Buber and Education: Dialogue as Conflict Resolution.W. John Morgan & Alexandre Guilherme - 2013 - Routledge.
    Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...)
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  2.  1
    Gramsci and Education.Paula Allman, Estanislao Antelo, Ursula Apitzsch, Stanley Aronowitz, John Baldacchino, Joseph A. Buttigieg, Diana Coben, Gustavo Fischman, Benedetto Fontana, Henry A. Giroux, Jerrold L. Kachur, D. W. Livingstone, Peter McLaren, Peter Mayo, Attilio Monasta, W. J. Morgan, Raymond A. Morrow, Silvia Serra & Carlos Alberto Torres (eds.) - 2002 - Rowman & Littlefield Publishers.
    Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...)
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  3.  58
    I and Thou: The Educational Lessons of Martin Buber's Dialogue with the Conflicts of His Times.W. J. Morgan & Alexandre Guilherme - 2012 - Educational Philosophy and Theory 44 (9):979-996.
    Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...)
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  4. Martin Buber’s Philosophy of Education and its Implications for Non-Formal Education.A. Guilherme & W. John Morgan - 2009 - International Journal of Lifelong Learning 28 (5).
    The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is based on dialogue, on (...)
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  5. Martin Buber et Frantz Fanon. Le politique dans l'éducation : dialogue ou rébellion.W. John Morgan, Alex Guilherme & Nicole G. Albert - 2014 - Diogène 1:35-57.
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  6. The Exploitation of Student Athletes.Alan Wertheimer & W. J. Morgan - 2007 - In William J. Morgan (ed.), Ethics in Sport. Human Kinetics. pp. 2--365.
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  7.  23
    Martin Buber et Frantz Fanon. Le politique dans l'éducation : dialogue ou rébellion.W. John Morgan, Alex Guilherme & Nicole G. Albert - 2013 - Diogène 241 (1):35.
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  8.  34
    The Meaning of Sport: Competition as a Form of Language.Paul Gaffney & W. J. Morgan - 2007 - In William J. Morgan (ed.), Ethics in Sport. Human Kinetics. pp. 109.
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  9.  22
    The Contrasting Philosophies of Martin Buber and Frantz Fanon: The Political in Education as Dialogue or as Defiance.Alex Guilherme & W. John Morgan - 2014 - Diogenes 61 (1):28-43.
    Education has two distinct but interconnected layers. There is an outer layer concerned with knowledge transfer and skills and an inner layer concerned with the development of character and relationships with others, both individually and socially. This inner layer provides the individual with the capacity to influence and to change society. In that sense, such an inner layer is ‘political’. In this article we argue that the ‘political’ in education can take two distinct forms: either that of dialogue or of (...)
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  10. Martin Buber: Dialogue and the Concept of the Other.A. Guilherme & W. John Morgan - 2010 - Pastoral Review.
    Martin Buber (1878-1965) is one of the most significant existentialist philosophers of the twentieth century and a leading scholar of the Hasidic tradition in Judaism; even more important for this article is that Buber is considered by many to be the philosopher of dialogue par excellence. This article expounds Buber’s conception of dialogue and its implications for our conception of the Other.
     
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  11.  26
    E. M. Forster’s ‘The Machine Stops’: Humans, Technology and Dialogue.Ana Cristina Zimmermann & W. John Morgan - 2019 - AI and Society 34 (1):37-45.
    The article explores E.M. Forster’s story The Machine Stops as an example of dystopian literature and its possible associations with the use of technology and with today’s cyber culture. Dystopian societies are often characterized by dehumanization and Forster’s novel raises questions about how we live in time and space; and how we establish relationships with the Other and with the world through technology. We suggest that the fear of technology depicted in dystopian literature indicates a fear that machines are mimicking (...)
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  12. Philosophy, Dialogue, and Education: Nine Modern European Philosophers.Alexandre Guilherme & W. John Morgan - 2017 - Routledge.
    This book brings together ten seminal European philosophers to critically discuss their socio-political and dialogical views, and the implications of these for education. Chapters explore the work of modern philosophers, including Martin Buber, Mikhail Bakhtin, Lev Vygotsky and Hannah Arendt, positioning their contributions within the European tradition of dialogical philosophy, reflecting on their continuing theoretical relevance to the field of education and critical pedagogy, and offering an analysis of key extracts and points of discussion.
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  13. Raymond Williams: Politics, Education, Letters.W. John Morgan & Peter Preston - 1993 - Palgrave-Macmillan.
    The specially commissioned essays collected in this volume reflect the full range of Raymond Williams's interests and concentrate not only on the exposition and evaluation of his ideas, but also on how they have influenced teachers, writers, and other thinkers.
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  14.  25
    A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning.Ana Cristina Zimmermann & W. John Morgan - 2016 - Studies in Philosophy and Education 35 (4):399-413.
    From the beginning of history sounds have played a fundamentally important role in humanity’s development as ways of expression and of communication. However in contemporary western society, and indeed globally, we are experiencing an excess of speech and a relentless encouragement to expression. Such excess indicates a misunderstanding about what expression and dialogue should be. This condition encourages us to think about silence, solitude and contemplation and the role they might play in restoring the realm of personal understanding of the (...)
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  15.  11
    Play, Puerilism, and Post-Modernism.W. John Morgan - 2018 - Educational Philosophy and Theory 50 (14):1612-1613.
  16. IX: Equality for Women's Sports?Leslie P. Francis & W. J. Morgan - 2007 - In William J. Morgan (ed.), Ethics in Sport. Human Kinetics. pp. 2--315.
     
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  17.  16
    Traité de Morale.Eugene Dupreel.W. J. Morgan - 1933 - International Journal of Ethics 44 (1):149-151.
  18. Peace Profile: Martin Buber.Alex Guilherme & W. John Morgan - 2011 - Peace Review 23 (1):110-117.
    Martin Buber (1878–1965) is one of the most significant existentialist philosophers and educationalists of the twentieth century, and a leading scholar of the Hasidic tradition. His philosophical and educational views are dominated by the concept of dialogue and, in virtue of this, he is often called the philosopher of dialogue. Throughout his life, Buber advocated dialogue as a way of establishing peace and resolving conflicts, and therefore he is often referred to in both the academic and general literature as an (...)
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  19.  16
    Some Political Origins of Workers' Education in Britain.W. John Morgan - 1988 - Educational Philosophy and Theory 20 (1):27-36.
  20.  19
    Interculturalism and Non‐Formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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  21.  13
    Book Review:Traite de Morale. Eugene Dupreel. [REVIEW]W. J. Morgan - 1933 - Ethics 44 (1):149-.
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  22.  16
    Troubles with Wittgenstein?W. John Morgan - 1988 - Educational Philosophy and Theory 20 (1):27–36.
  23.  9
    Darwin's Athletes.John Valentine & W. J. Morgan - 2007 - In William J. Morgan (ed.), Journal of the Philosophy of Sport. Human Kinetics. pp. 2--407.
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  24.  2
    Book Review:La Philosophie Moderne. Emile Brehier. [REVIEW]W. J. Morgan - 1933 - Ethics 43 (4):472-.
  25.  1
    La Philosophie Moderne. Émile Bréhier.W. J. Morgan - 1933 - International Journal of Ethics 43 (4):472-474.
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