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William Hare [64]William F. Hare [1]William Loftus Hare [1]
  1.  28
    Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. [REVIEW]William Hare - 1982 - Ethics 92 (3):574-576.
  2. In Defence of Open-Mindedness.William F. Hare - 1985
  3. Is It Good to Be Open-Minded?William Hare - 2003 - International Journal of Applied Philosophy 17 (1):73-87.
    Although open-mindedness is still widely regarded as an intellectual virtue and an aim of education, it is also commonly held that this attitude carries with it certain implications that ultimately threaten serious inquiry. In particular, open-mindedness is often thought (i) to encourage credulity, (ii) to discourage the formation of definite views, and (iii) to detract from the tenacious pursuit of an idea. These confusions turn up in the work of reputable philosophers and it is important to address them if cynicism (...)
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  4. The Ideal of Open-Mindedness and its Place in Education.William Hare - 2003 - Journal of Thought 38 (2):3-10.
     
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  5. What is Open-Mindedness.William Hare - 2005 - In William Hare & John P. Portelli (eds.), Key Questions for Educators. Edphil Books. pp. 16.
     
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  6.  2
    Philosophy of Education: Introductory Readings.William Hare & John Peter Portelli - 1996 - Calgary : Detselig Enterprises.
    Philosophy of Education is designed to engage readers with a broad range of contemporary perspectives on significant educational issues, including, pluralism and democracy in education, the problem of indoctrination, the nature and value of critical teaching, controversy in the classroom, and educational standards. In this third edition, it remains the intention of the editors to offer a collection of essays in the philosophy of education which will provide students in teacher education programs with a lively and accessible introduction to some (...)
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  7.  35
    Open-Mindedness in Moral Education: Three Contemporary Approaches.William Hare - 1987 - Journal of Moral Education 16 (2):99-107.
    Three fashionable approaches to moral education are examined to see how far they satisfy the ideal of open-mindedness. It seems clear that (1) values clarification, (2) situation ethics and (3) critical issues all seek to avoid indoctrination, and, in different ways, present an alternative to traditional moral instruction with its emphasis on absolute moral rules. In stressing the autonomy of the individual, in denouncing prefabricated rules, and in promoting discussion of vexed questions, a clear concern for open-mindedness can be detected. (...)
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  8.  4
    Socratic Open-Mindedness.William Hare - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):5-16.
    A philosophical conception of open-minded inquiry first emerges in western philosophy in the work of Socrates. This paper develops an interpretation of Socratic open-mindedness drawing primarily on Socratic ideas about the requirements of serious argument, and the nature of human wisdom. This account is defended against a number of objections which mistakenly interpret Socrates as defending, teaching, or inducing skepticism, and neglecting the value of expert wisdom. The ongoing significance of Socratic open-mindedness as an ideal of inquiry is brought out (...)
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  9.  22
    Content and Criticism: The Aims of Schooling.William Hare - 1995 - Journal of Philosophy of Education 29 (1):47–60.
  10.  19
    Open-Mindedness, Commitment and Peter Gardner.William Hare & T. H. Mclaughlin - 1994 - Journal of Philosophy of Education 28 (2):239–244.
  11.  1
    Russell's Contribution to Philosophy of Education.William Hare - 1987 - Russell: The Journal of Bertrand Russell Studies 7 (1):25.
  12.  5
    Open-Mindedness, Commitment and Peter Gardner.William Hare & T. H. Mclaughlin - 1994 - Journal of Philosophy of Education 28 (2):239-244.
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  13.  3
    Content and Criticism: The Aims of Schooling.William Hare - 1995 - Journal of Philosophy of Education 29 (1):47-60.
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  14. Controversies in Teaching.William Hare - 1985 - Althouse Press.
  15.  27
    Helping Open-Mindedness Flourish.William Hare - forthcoming - Journal of Thought.
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  16. Bertrand Russell on Critical Thinking.William Hare - 2001 - Journal of Thought 36 (1):7-16.
     
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  17. John Passmore, 1914-2004.William Hare - 2005 - Journal of Thought 40:113-16.
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  18. Why Open-Mindedness Matters.William Hare - 2006 - Think 5 (13):7-15.
    William Hare defends ‘open-mindedness’ against a number of popular attacks.
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  19.  26
    Open-Mindedness in the Classroom.William Hare - 1985 - Journal of Philosophy of Education 19 (2):251–259.
  20.  58
    Open-Minded Inquiry: A Glossary of Key Concepts.William Hare - 2004 - Inquiry: Critical Thinking Across the Disciplines 23 (3):37-41.
    This is a brief guide to the ideal of open-minded inquiry by way of a survey of related notions. Making special reference to the educational context, the aim is to offer teachers an insight into what it wouldmean for their work to be influenced by this ideal, and to lead students to a deeper appredation of open-minded inquiry. From assumptions to zealotry, the glossary provides an account of a wide rangeof concepts in this family of ideas, reflecting a concern and (...)
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  21.  97
    Reason in Teaching: Scheffler's Philosophy of Education €œA Maximum of Vision and a Minimum of Mystery”.William Hare - 1997 - Studies in Philosophy and Education 16 (1/2):89-101.
    This discussion cocnentrates on the distinctive conception of teaching which Scheffler develops, one in which teachers recognize and obligation both to offer reasons for their beliefs and to accept questions and objections raised by their students; and it shows how this conception is rooted in ethical and epistemological considerations. It emerges that Scheffler has anticipated, and answered, various arguments currently being raised against an approach to teaching which values critical reflection by students, and that he has also succeeded in avoiding (...)
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  22.  43
    Making Good Teachers: A Response to Jim Mackenzie.William Hare - 1996 - Educational Philosophy and Theory 28 (2):69-72.
  23. Education for an Unsettled World: Dewey's Conception of Open-Mindedness.William Hare - 2004 - Journal of Thought 39 (3):111-128.
     
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  24.  52
    Assessing One’s Own Open-Mindedness.William Hare - 2004 - Philosophy Now 47:26-28.
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  25. Attitudes in Teaching and Education.William Hare - 1993 - Calgary : Detselig Enterprises.
  26. A Mixed Form of the Summary Theory of Character-Traits Defenced.William Hare - 1971 - Pacific Philosophical Quarterly 52 (4):750.
     
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  27. Education Lost: Reflections on Contemporary Pedagogical Practice.William Hare - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 5 (2):44-45.
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  28. Education, Values and Mind: Essays for R.S. Peters (David E. Cooper (Ed.)).William Hare - 1988 - Paideusis: Journal of the Canadian Philosophy of Education Society 2 (1):29-31.
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  29. Following the Argument: A Philosophical Memoir.William Hare - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (2):78-85.
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  30. Guest Editor. Special Issue on Open-Mindedness and Education.William Hare - 2003 - Journal of Thought 23 (3).
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  31. Open-Mindedness Revisited: A Response to Cornel Hamm.William Hare - 1988 - Paideusis: Journal of the Canadian Philosophy of Education Society 1 (2):23-26.
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  32. Philosophy of Education in Canada.William Hare - unknown - Eidos: The Canadian Graduate Journal of Philosophy 10.
     
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  33. Reason in Teaching and Education.William Hare - 1989 - School of Education, Dalhousie University.
     
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  34. R. M. Hare 1919-2002.William Hare - 2001 - Paideusis: Journal of the Canadian Philosophy of Education Society 14 (2):72-76.
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  35. Toward a More Critical Outlook.William Hare - 2009 - Journal of Thought 44 (3/4):3-6.
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  36. The Ethical Teacher.William Hare - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (1):103-106.
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  37.  2
    What to Do?: Case Studies for Teachers.William Hare & John Peter Portelli - 1993 - Halifax, N.S. : Pairmount Books.
  38.  29
    Book Review Section 2. [REVIEW]William H. Goetzmann, William Duffy, Wagoner Jr, Roman A. Bernert, Charles D. Biebel, Dorothy Carrington, Richard G. Durnin, Sheldon Rothblatt, David E. Denton, Hyman Kuritz, Nubuo Shimahara, William Hare, Frederick M. Schultz, Floyd K. Wright, Wiiliam Vaughan, Harold B. Dunkel, Michael B. Mcmahon, Owen E. Pittenger, Stephan Michelson, Kal I. Gezi, Lawrence D. Klein, Yale Mandel & Samuel L. Woodward - 1972 - Educational Studies 3 (1):28-44.
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  39.  27
    Book Reviews Section 3.William T. Blackstone, William Hare, Don Cochrane, Walden B. Crabtree, Patrick J. Foley, Arthur Brown, Solon T. Kimball, Jack L. Nelson, Alexander W. Austin, Godfrey Sullivan, Frederick M. Schultz, Ramon Sanchez, Garnet L. Mcdiarmid, Rosemary V. Donatelli, Frederic G. Robinson, Mathew Zachariah, Richard M. Schrader, Louis Fischer & Dale R. Spencer - 1972 - Educational Studies 3 (4):225-239.
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  40.  6
    Reading the "Apology" in School.William Hare - 1986 - Classical World: A Quarterly Journal on Antiquity 80 (1):25.
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  41.  22
    Open-Minded Inquiry: A Glossary of Key Concepts.William Hare - 2004 - Inquiry: Critical Thinking Across the Disciplines 23 (3):37-41.
    This is a brief guide to the ideal of open-minded inquiry by way of a survey of related notions. Making special reference to the educational context, the aim is to offer teachers an insight into what it wouldmean for their work to be influenced by this ideal, and to lead students to a deeper appredation of open-minded inquiry. From assumptions to zealotry, the glossary provides an account of a wide rangeof concepts in this family of ideas, reflecting a concern and (...)
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  42.  21
    Book Review Section 6. [REVIEW]Michael S. Littleford, William Hare, Dale L. Brubaker, Louise M. Berman, Lawrence M. Knolle, Raymond C. Carleton, James La Point, Edmonia W. Davidson, Joseph Michel, William H. Boyer, Carol Ann Moore, Walter Doyle, Paul Saettler, John P. Driscoll, Lane F. Birkel, Emma C. Johnson, Bernard Cleveland, Patricia J. R. Dahl, J. M. Lucas, Albert Montare & Lennart L. Kopra - 1974 - Educational Studies 5 (4):292-309.
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  43.  24
    Why Philosophy for Educators?William Hare - 2007 - International Journal of Applied Philosophy 21 (2):149-159.
    Is philosophy of benefit to educators? It is argued here that philosophy can be of great practical value to anyone quite apart from its intrinsic interest. Many examples are subsequently deployed to show how the ways in which philosophy is generally useful can translate into tangible benefits for teachers, administrators, and others who work in the field of education.
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  44.  59
    Critical Thinking as an Aim of Education.William Hare - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):38-51.
  45.  36
    Humility as a Virtue in Teaching.William Hare - 1992 - Journal of Philosophy of Education 26 (2):227–236.
  46.  4
    Key Questions for Educators.William Hare & John Peter Portelli (eds.) - 2005 - Edphil Books.
  47.  1
    Bertrand Russell on Critical Thinking.William Hare - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 29:142-149.
    The ideal of critical thinking is a central one in Russell's philosophy, though this is not yet generally recognized in the literature on critical thinking. For Russell, the ideal is embedded in the fabric of philosophy, science, liberalism and rationality, and this paper reconstructs Russell's account, which is scattered throughout numerous papers and books. It appears that he has developed a rich conception, involving a complex set of skills, dispositions and attitudes, which together delineate a virtue which has both intellectual (...)
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  48.  12
    Book Review Section 2. [REVIEW]Joe L. Green, Fareed Haj, Robert L. Reid, D. Bruce Franklin, William H. Schubert, Fred D. Kierstead, Spencer J. Maxcy, William Hare, Milton Reimer, Cheryl G. Kasson & Theodore Brameld - 1978 - Educational Studies 9 (2):183-210.
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  49.  17
    Credibility and Credulity: Monitoring Teachers for Trustworthiness.William Hare - 2007 - Journal of Philosophy of Education 41 (2):207–219.
  50.  9
    Philosophical Discernment and Teaching--A Response to Knape and Rosewell.William Hare - 1981 - Educational Studies 12 (3):281-286.
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