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1 — 50 / 617
  1. Nancy Duncan (ed.) (1996). Bodyspace: Destabilizing Geographies of Gender and Sexuality. Routledge.
    Exploring the idea of knowledge as embodied, engendered and embedded in place and space, gender and sexuality are re-examined through the methodological and conceptual lenses of cartography, fieldwork, resistance, transgression and the divisions between local/global and public/private space. BodySpace brings together some of the best known geographers writing on gender and sexuality today to explore the role of space and place in the performance of gender and sexuality. The book takes a broad perspective on feminism as a theoretical critique, and (...)
  2. Ursula Rao, John Hutnyk & Klaus-Peter Köpping (eds.) (2005). Celebrating Transgression: Method and Politics in Anthropological Studies of Culture: A Book in Honour of Klaus Peter Köpping. Berghahn Books.
    This book brings key authors in anthropology together to debate and transgress anthropological expectations.
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  3. Richard Peet (1998). Modern Geographic Thought. Blackwell.
    After spending time with this book the reader should be able to tackle virtually any philosophical theme in contemporary geographic thought.
  4. Joshua Rust (2009). John Searle. Continuum.
    Introduction -- Fundamental ontology : external realism and scientific naturalism -- Consciousness and materialist theories of mind -- Intentional mental states -- Reason and action -- From acts to speech acts : the intention to communicate -- From sounds to words : the intention to represent -- On the meaning of meaning : critical remarks -- The construction of social reality -- Topics concerning institutional reality : reasons, language, politics, and the background.
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  5. Raymond E. Wanner (1975). Claude Fleury, 1640-1723, as an Educational Historiographer and Thinker. M. Nijhoff.
    CHAPTER I CLAUDE FLEURY AND HIS CAREER Claude Fleury (-), an educator, historian , jurist, cleric, royal tutor, and immortel of the ...
  6. Michael Davis (1999). Ethics and the University. Routledge.
    _Ethics and the University_ brings together two closely related topics, the practice of ethics in the university and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * An examination of research ethics, including the problem (...)
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  7. D. P. Chattopadhyaya (1997). Sociology, Ideology, and Utopia: Socio-Political Philosophy of East and West. Brill.
    Yet this work is a sustained plea for improvable understanding between the East and the West and the transcultural value orientation of different cultures.
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  8. Maurice S. Friedman (1978). To Deny Our Nothingness: Contemporary Images of Man. University of Chicago Press.
  9. R. S. Peters (1977). Education and the Education of Teachers. Routledge and Kegan Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
  10. Nathan Rotenstreich (1976). Philosophy, History and Politics: Studies in Contemporary English Philosophy of History. Martinus Nijhoff.
  11. Eugénie Angèle Samier & Richard J. Bates (eds.) (2006). Aesthetic Dimensions of Educational Administration & Leadership. Routledge.
    The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into three sections. · Section (...)
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  12. Barbara Hobson, Jane Lewis & Birte Siim (eds.) (2002). Contested Concepts in Gender and Social Politics. E. Elgar.
    This is a major contribution to the theoretical and comparative literature on welfare states, written by some of the most original and challenging feminist ...
  13. David Bridges (ed.) (1997). Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World. Routledge.
    This international collection forms a response from 22 educators to our changing political environment and to the reassessment they provoke of the principles shaping educational thought and practice. The philosophical discussion, however, remains clearly rooted in the world of educational practice and its political content.
  14. Christopher Winch (1998). The Philosophy of Human Learning. Routledge.
    Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.
  15. Eduardo Giannetti Fonsecdaa (1991). Beliefs in Action: Economic Philosophy and Social Change. Cambridge University Press.
    This book is concerned with the role of economic philosophy ("ideas") in the processes of belief-formation and social change. Its aim is to further our understanding of the behavior of the individual economic agent by bringing to light and examining the function of non-rational dispositions and motivations ("passions") in the determination of the agent's beliefs and goals. Drawing on the work of David Hume and Adam Smith, the book spells out the particular ways in which the passions come to affect (...)
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  16. Arthur Coleman Danto (1985). Narration and Knowledge: Including the Integral Text of Analytical Philosophy of History. Columbia University Press.
  17. Dale A. Blyth (1981). Philosophy, Policies, and Programs for Early Adolescent Education: An Annotated Bibliography. Greenwood Press.
  18. Stuart C. Brown (ed.) (1975). Philosophers Discuss Education. Macmillan Press.
  19. John G. Mitchell (1990). Re-Visioning Educational Leadership: A Phenomenological Approach. Garland.
  20. Alan Sica (ed.) (1998). What is Social Theory?: The Philosophical Debates. Blackwell.
  21. Dorothy Mary Emmet (1970). Sociological Theory and Philosophical Analysis: A Collection. London: Macmillan.
    Concept and theory formation in the social sciences, by A. Schutz.--Is it a science? by S. Morgenbesser.--Knowledge and interest, by J. Habermas.--Sociological explanation, by T. Burns.--Methodological individualism reconsidered, by S. Lukes.--The problem of rationality in the social world, by A. Schutz.--Concepts and society, by E. Gellner.--Symbols in Ndembu ritual, by V. Turner.--Telstar and the Aborigines or La pensée sauvage, by E. Leach.--Groote Eylandt totemism and Le totémisme aujourd'hui, by P. Worsley.--Bibliography (p. 225-228).
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  22. Matthew Lipman & Ann Margaret Sharp (eds.) (1978). Growing Up with Philosophy. Temple University Press.
  23. Derek Robbins (1988). The Rise of Independent Study: The Politics and the Philosophy of an Educational Innovation, 1970-87. Society for Research Into Higher Education & Open University Press.
  24. Patty Jo Watson (1984). Archeological Explanation: The Scientific Method in Archeology. Columbia University Press.
  25. Ranjan Ghosh (2012). Lover's Quarrel with the Past: Romance, Representation, Reading. Berghahn Books.
    Although not a professional historian, the author raises several issues pertinent to the state of history today.Qualifying the "non-historian" as an "able" interventionist in historical studies, the author explores the relationship between ...
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  26. D. A. Paterson & Mary Palmer (eds.) (1989). The Status of Animals: Ethics, Education, and Welfare. Published on Behalf of the Humane Education Foundation by C.A.B. International.
  27. James J. Dagenais (1972). Models of Man. The Hague: M. Nijhoff.
  28. Leonard Krieger (1989). Time's Reasons: Philosophies of History Old and New. University of Chicago Press.
    This original work caps years of thought by Leonard Krieger about the crisis of the discipline of history. His mission is to restore history's autonomy while attacking the sources of its erosion in various "new histories," which borrow their principles and methods from disciplines outside of history. Krieger justifies the discipline through an analysis of the foundations on which various generations of historians have tried to establish the coherence of their subject matter and of the convergence of historical patterns. The (...)
  29. Richard Ned Lebow & Mark Irving Lichbach (eds.) (2007). Theory and Evidence in Comparative Politics and International Relations. Palgrave-Macmillan.
    This book explores the epistemology and the methodology of political knowledge and social inquiry. What can we know, and how do we know? Friedrich V. Kratochwil and Ted Hopf question all foundational claims of inquiry and envisage science as a self-reflective practice. Brian Pollins and Fred Chernoff accept their arguments to some degree and explore the implications for logical positivism. David A. Waldner, Jack Levy, and Andrew Lawrence address the purpose and methods of research. They debate the role of explanation (...)
  30. George L. Henderson & Marvin Waterstone (eds.) (2009). Geographic Thought : A Praxis Perspective. Routledge.
    For researchers and students interested in the connections between theoretically informed work and the possibilities for bettering people's everyday lives, this ...
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  31. Paul Nash (1966). Authority and Freedom in Education. New York: Wiley.
  32. John Broome (1999). Ethics Out of Economics. Cambridge University Press.
    Many economic problems are also ethical problems: should we value economic equality? how much should we care about preserving the environment? how should medical resources be divided between saving life and enhancing life? This book examines some of the practical issues that lie between economics and ethics, and shows how utility theory can contribute to ethics. John Broome's work has, unusually, combined sophisticated economic and philosophical expertise, and Ethics Out of Economics brings together some of his most important essays, augmented (...)
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  33. Richard Pring (2004). Philosophy of Educational Research. Continuum.
    Three issues features as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and ...
  34. Bruce Macfarlane (2004). Teaching with Integrity: The Ethics of Higher Education Practice. Routledgefalmer.
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
  35. Elliot Turiel (1983). The Development of Social Knowledge: Morality and Convention. Cambridge University Press.
    Children are not simply molded by the environment; through constant inference and interpretation, they actively shape their own social world. This book is about that process. Elliot Turiel's work focuses on the development of moral judgment in children and adolescents and, more generally, on their evolving understanding of the conventions of social systems. His research suggests that social judgements are ordered, systematic, subtly discriminative, and related to behavior. His theory of the ways in which children generate social knowledge through their (...)
  36. Keith Graham (2002). Practical Reasoning in a Social World: How We Act Together. Cambridge University Press.
    In this book Keith Graham examines the philosophical assumptions behind the ideas of group membership and loyalty. Drawing out the significance of social context, he challenges individualist views by placing collectivities such as committees, classes or nations within the moral realm. He offers an understanding of the multiplicity of sources which vie for the attention of human beings as they decide how to act, and challenges the conventional division between self-interest and altruism. He also offers a systematic account of the (...)
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  37. Paddy Walsh (1993). Education and Meaning: Philosophy in Practice. Cassell.
  38. David Harris (2003). Teaching Yourself Social Theory. Sage Publications.
    `Social theory is a very difficult subject to teach and it is one that students generally find hard to get to grips with. Teaching Yourself Social Theory offers a highly original and comprehensive resource that will be welcomed by students and teachers alike' - Barry Smart, University of Portsmouth `I have no hesitation in recommending Harris' text to students and teachers of social theory' - Sociology This refreshing and accessible text demonstrates how social theory can be made into an intelligible (...)
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  39. Joseph Petraglia (1998). Reality by Design: The Rhetoric and Technology of Authenticity in Education. L. Erlbaum Associates.
    An essential resource for understanding cutting edge developments in contemporary education. Using real life examples of educational technology, it explains why rhetorical relations must replace cognitive process as the central focus of education.
  40. Peter T. Manicas (1987). A History and Philosophy of the Social Sciences. Blackwell.
  41. John Skorupski (1976). Symbol and Theory: A Philosophical Study of Theories of Religion in Social Anthropology. Cambridge University Press.
    Anthropologists have always been concerned with the difference between traditional and scientific modes of thought and with the relationships between magic, religion and science. John Skorupski distinguishes two broadly opposed approaches to these problems: the 'intellectualist' regards primitive systems of thought and actions as cosmologies, comparable to scientific theory, which emerge and persist as attempts to control the natural world; the 'symbolist' regards them as essentially representative or expressive of the pattern of social relations in the culture in which they (...)
  42. Michael Haas (1992). Polity and Society: Philosophical Underpinnings of Social Science Paradigms. Praeger.
    Haas deconstructs competing paradigms in political science and sociology in order to demonstrate metaphysical, methodological, and normative assumptions that ...
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  43. John E. McPeck (1990). Teaching Critical Thinking: Dialogue and Dialectic. Routledge.
  44. Sharna Olfman (ed.) (2003). All Work and No Play--: How Educational Reforms Are Harming Our Preschoolers. Praeger.
    This book also spotlights a program at Yale University that, in response to the dearth of play in preschool curricula, emphasized learning through play for ...
  45. Betsy Jane Clary, Wilfred Dolfsma & Deborah M. Figart (eds.) (2006). Ethics and the Market: Insights From Social Economics. Routledge.
    Much existing economic theory overlooks ethics. Rather than situating the market and values at separate extremes of a continuum, Ethics and the Market contends that the two are necessarily and intimately related. This volume brings together some of the best work in the social economics tradition, with contributions on the social economy, social capital, identity, ethnicity and development, the household, externalities, international finance, capability, and pedagogy. Proceeding from an examination of the moral implications of markets, the book goes on to (...)
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  46. John R. Short (2000). Alternative Geographies. Prentice-Hall.
  47. Hayward R. Alker (1996). Rediscoveries and Reformulations: Humanistic Methodologies for International Studies. Cambridge University Press.
    This book provides a distinctive and rich conception of methodology within international studies. From a rereading of the works of leading Western thinkers about international studies, Hayward Alker rediscovers a 'neo-Classical' conception of international relations which is both humanistic and scientific. He draws on the work of classical authors such as Aristotle and Thucydides; modern writers like Machiavelli, Vico, Marx, Weber, Deutsch and Bull; and post-modern writers like Havel, Connolly and Toulmin. The central challenge addressed is how to integrate 'positivist' (...)
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  48. Tony Ghaye (1998). Teaching and Learning Through Critical Reflective Practice. D. Fulton Publishers.
  49. Roger Trigg (2001). Understanding Social Science: A Philosophical Introduction to the Social Sciences. Blackwell Publisers.
    In this lucid and engaging introductory volume on the nature of society, Roger Trigg examines the scientific basis of social science and shows that philosophical presuppositions are a necessary starting point for the study of society.
  50. Pieter Geyl (1955). Use and Abuse of History. Archon Books.
  51. 1 — 50 / 617