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William Hare [63]William Loftus Hare [2]
  1.  5
    In Defence of Open-mindedness.William Hare - 1985 - Kingston, [Ont.] : McGill-Queen's University Press.
  2. 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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  3. The ideal of open-mindedness and its place in education.William Hare - 2003 - Journal of Thought 38 (2):3-10.
     
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  4.  8
    Philosophy of Education: Introductory Readings.William Hare & John Peter Portelli - 2001 - 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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  5. What is open-mindedness.William Hare - 2005 - In William Hare & John Peter Portelli (eds.), Key questions for educators. Halifax, NS: Edphil Books. pp. 16.
     
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  6.  9
    Content and Criticism: the aims of schooling.William Hare - 1995 - Journal of Philosophy of Education 29 (1):47-60.
    A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed to rebut the attack on (...)
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  7.  8
    Russell's Contribution to Philosophy of Education.William Hare - 1987 - Russell: The Journal of Bertrand Russell Studies 7 (1):25.
  8.  14
    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 (i) the requirements of serious argument, and (ii) 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 (...)
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  9.  38
    Content and criticism: The aims of schooling.William Hare - 1995 - Journal of Philosophy of Education 29 (1):47–60.
    A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed to rebut the attack on (...)
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  10.  36
    Helping Open-mindedness Flourish.William Hare - 2011 - Journal of Thought 46 (1-2):9.
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  11.  33
    Open-mindedness, commitment and Peter Gardner.William Hare & T. H. McLaughlin - 1994 - Journal of Philosophy of Education 28 (2):239–244.
    Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the promotion of open-mindedness in children, but also avoids some of (...)
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  12.  12
    Open-mindedness, Commitment and Peter Gardner.William Hare & T. H. McLaughlin - 1994 - Journal of Philosophy of Education 28 (2):239-244.
    Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the promotion of open-mindedness in children, but also avoids some of (...)
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  13.  11
    Review of Massimo Piattelli-Palmarini: Language and Learning: The Debate Between Jean Piaget and Noam Chomsky[REVIEW]William Hare - 1982 - Ethics 92 (3):574-576.
  14.  9
    Reading the "Apology" in School.William Hare - 1986 - Classical World: A Quarterly Journal on Antiquity 80 (1):25.
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  15. 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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  16.  5
    Controversies in teaching.William Hare - 1985 - London, Ont., Canada: Althouse Press.
  17. Bertrand Russell on critical thinking.William Hare - 2001 - Journal of Thought 36 (1):7-16.
     
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  18.  8
    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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  19.  11
    Content and Criticism.William Hare - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):13-27.
  20.  37
    Open-mindedness in the classroom.William Hare - 1985 - Journal of Philosophy of Education 19 (2):251–259.
    William Hare; Open-mindedness in the Classroom, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 251–259, https://doi.org/10.1111/j.14.
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  21. John Passmore, 1914-2004.William Hare - 2005 - Journal of Thought 40:113-16.
     
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  22.  47
    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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  23.  9
    Appreciation as a Goal of Aesthetic Education.William Hare - 1974 - The Journal of Aesthetic Education 8 (2):5.
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  24.  2
    Attitudes in Teaching and Education.William Hare - 1993 - Calgary : Detselig Enterprises.
  25. A Mixed Form of the Summary Theory of Character-Traits Defenced.William Hare - 1971 - Pacific Philosophical Quarterly 52 (4):750.
     
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  26.  61
    Assessing One’s Own Open-Mindedness.William Hare - 2004 - Philosophy Now 47:26-28.
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  27.  13
    Content and Criticism: The Aims of SchooIing.William Hare - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):13-27.
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  28.  6
    Credibility and Credulity: Monitoring Teachers for Trustworthiness.William Hare - 2007 - Journal of Philosophy of Education 41 (2):207-219.
    Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded (...)
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  29.  23
    Credibility and credulity: Monitoring teachers for trustworthiness.William Hare - 2007 - Journal of Philosophy of Education 41 (2):207–219.
    Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded (...)
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  30.  7
    Calling a Halt.William Hare - 1976 - Educational Studies 7 (1):62-72.
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  31.  66
    Critical Thinking as an Aim of Education.William Hare - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (2):38-51.
  32.  10
    Dewey and Russell: In Search of Common Ground.William Hare - 1997 - Paideusis: Journal of the Canadian Philosophy of Education Society 10 (2):25-31.
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  33. 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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  34.  3
    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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  35.  3
    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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  36.  2
    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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  37. Guest Editor. Special issue on Open-mindedness and Education.William Hare - 2003 - Journal of Thought 23 (3).
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  38.  49
    Humility as a virtue in teaching.William Hare - 1992 - Journal of Philosophy of Education 26 (2):227–236.
    ABSTRACT Some have denied that humility is a virtue in teaching, and others have found the idea problematic especially as concerns the teacher's authority and the matter of self-esteem. These difficulties have encouraged the emergence of narrow approaches to teaching, or have spawned simplistic solutions which confuse humility with outright scepticism. This discussion links humility with two chief ideals, both requiring careful consideration: deference to reason and evidence and respect for the student's interpretation; and it suggests a connection with the (...)
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  39.  8
    Humility as a Virtue in Teaching.William Hare - 1992 - Journal of Philosophy of Education 26 (2):227-236.
    Some have denied that humility is a virtue in teaching, and others have found the idea problematic especially as concerns the teacher’s authority and the matter of self-esteem. These difficulties have encouraged the emergence of narrow approaches to teaching, or have spawned simplistic solutions which confuse humility with outright scepticism. This discussion links humility with two chief ideals, both requiring careful consideration: deference to reason and evidence and respect for the student’s interpretation; and it suggests a connection with the Socratic (...)
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  40.  5
    Jason Baehr, Deep in Thought: A Practical Guide to Teaching for Intellectual Virtues.William Hare - 2022 - Journal of Moral Philosophy 19 (6):654-658.
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  41.  19
    Key questions for educators.William Hare & John Peter Portelli (eds.) - 2005 - Halifax, NS: Edphil Books.
  42.  36
    Making good teachers: A response to Jim Mackenzie.William Hare - 1996 - Educational Philosophy and Theory 28 (2):69-72.
  43. Mysticism of East and West.William Loftus Hare - 1923 - London,: J. Cape.
     
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  44.  27
    Open-minded Inquiry.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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  45.  33
    Open-minded Inquiry.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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  46.  27
    Open-mindedness in the teaching of philosophy.William Hare - 1982 - Metaphilosophy 13 (2):165–180.
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  47.  7
    Open-mindedness in the Classroom.William Hare - 1985 - Journal of Philosophy of Education 19 (2):251-259.
    William Hare; Open-mindedness in the Classroom, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 251–259, https://doi.org/10.1111/j.14.
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  48.  1
    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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  49.  9
    Philosophical discernment and teaching--a response to Knape and Rosewell.William Hare - 1981 - Educational Studies 12 (3):281-286.
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  50. Philosophy of Education in Canada.William Hare - 1992 - Eidos: The Canadian Graduate Journal of Philosophy 10.
     
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