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  1. (2 other versions)Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
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  • (2 other versions)Metaphysics. Aristotle - 1941 - In Ross W. D. (ed.), The Basic Works of Aristotle. Random House.
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  • Critical Thinking and Education.Anthony Flew - 1982 - British Journal of Educational Studies 30 (3):352-353.
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  • Childhood and society.E. H. Erikson - 1955 - Revue Philosophique de la France Et de l'Etranger 145:87-88.
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  • The basic works of Aristotle. Aristotle - 1941 - New York: Modern Library. Edited by Richard McKeon.
    Edited by Richard McKeon, with an introduction by C.D.C. Reeve Preserved by Arabic mathematicians and canonized by Christian scholars, Aristotle’s works have shaped Western thought, science, and religion for nearly two thousand years. Richard McKeon’s The Basic Works of Aristotle—constituted out of the definitive Oxford translation and in print as a Random House hardcover for sixty years—has long been considered the best available one-volume Aristotle. Appearing in paperback at long last, this edition includes selections from the Organon, On the Heavens, (...)
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  • Toward a Rational Society: Student Protest, Science and Politics.Jürgen Habermas & Jeremy J. Shapiro - 1971 - Science and Society 35 (3):373-375.
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  • Natural Law and Natural Rights.Richard Tuck - 1981 - Philosophical Quarterly 31 (124):282-284.
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  • The Play of Character in Plato's Dialogues.Ruby Blondell - 2002 - New York: Cambridge University Press.
    This book attempts to bridge the gulf that still exists between 'literary' and 'philosophical' interpreters of Plato by looking at his use of characterization. Characterization is intrinsic to dramatic form and a concern with human character in an ethical sense pervades the dialogues on the discursive level. Form and content are further reciprocally related through Plato's discursive preoccupation with literary characterization. Two opening chapters examine the methodological issues involved in reading Plato 'as drama' and a set of questions surrounding Greek (...)
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  • Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report).Peter Facione - 1990 - Educational Resources Information Center (ERIC).
    This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.
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  • Toward a Rational Society.Jèurgen Habermas - 1971 - Oxford, England: Polity.
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  • (1 other version)Natural Law and Natural Rights.John Finnis - 1979 - New York: Oxford University Press UK.
    Natural Law and Natural Rights is widely recognised as a seminal contribution to the philosophy of law, and an essential reference point for all students of the subject. This new edition includes a substantial postscript by the author responding to thirty years of comment, criticism, and further work in the field.
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  • The Grundrisse.Karl Marx & David Mclellan - 1972 - Science and Society 36 (1):91-92.
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  • Childhood and Society.The Human Group.Erik H. Erikson & George C. Homans - 1951 - Philosophy and Phenomenological Research 12 (2):301-302.
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  • Mind, self and society.George H. Mead - 1934 - Chicago, Il.
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  • Philosophical hermeneutics.Hans-Georg Gadamer (ed.) - 1976 - Berkeley: University of California Press.
    This excellent collection contains 13 essays from Gadamer'sKleine Schriften,dealing with hermeneutical reflection, phenomenology, existential philosophy, and ...
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  • Knowledge and human interests.Jürgen Habermas - 1971 - London [etc.]: Heinemann Educational.
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  • Dialogue and dialectic: eight hermeneutical studies on Plato.Hans-Georg Gadamer (ed.) - 1980 - New Haven, CT: Yale University Press.
    "This book is a virtual case study in the application of hermeneutical principles to illuminate philosophical texts. The book contains translations of eight of Gadamer's best known essays on Plato.
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  • Critical thinking and education.John McPeck - 1981 - New York: St. Martin's Press.
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  • (3 other versions)Truth and method.Hans-Georg Gadamer - 1989 - New York: Continuum. Edited by Joel Weinsheimer & Donald G. Marshall.
    Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus.
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  • Natural Law and Natural Rights.William H. Wilcox - 1983 - Philosophical Review 92 (4):599.
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  • Knowledge and Human Interests.Richard W. Miller - 1975 - Philosophical Review 84 (2):261.
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  • Education as Dialogue.Tasos Kazepides - 2012 - Educational Philosophy and Theory 44 (9):913-925.
    The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines (...)
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  • An Answer to the Question: What Is Enlightenment?Immanuel Kant - 1996 - In James Schmidt (ed.), What is Enlightenment?: Eighteenth-Century Answers and Twentieth-Century Questions. University of California Press.
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  • (1 other version)Knowledge and Human Interests.Jurgen Habermas - 1981 - Ethics 91 (2):280-295.
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  • Toward a Rational Society: Student Protest, Science, and Politics.Jèurgen Habermas - 1997 - Oxford, England: Polity.
    Universities must transmit technically exploitable knowledge. That is, they must meet an industrial society's need for qualified new generations and at the same time be concerned with the expanded reproduction of education itself. In addition, universities must not only transmit technically exploitable knowledge, but also produce it. This includes both information flowing from research into the channels of industrial utilization, armament, and social welfare, and advisory knowledge that enters into strategies of administration, government, and other decision-making powers, such as private (...)
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  • Theory and Practice.Jürgen Habermas & John Viertel - 1975 - Studies in Soviet Thought 15 (4):341-351.
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