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  1. (3 other versions)Philosophical papers.John Langshaw Austin - 1961 - New York: Oxford University Press. Edited by J. O. Urmson & G. J. Warnock.
    The influence of J. L. Austin on contemporary philosophy was substantial during his lifetime, and has grown greatly since his death, at the height of his powers, in 1960. Philosophical Papers, first published in 1961, was the first of three volumes of Austin's work to be edited by J. O. Urmson and G. J. Warnock. Together with Sense and Sensibilia and How to do things with Words, it has extended Austin's influence far beyond the circle who knew him or read (...)
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  • Freedom and discipline.Richard Smith - 1985 - Boston: Allen & Unwin.
    Schools have changed in many ways, largely for the better, since the first edition of this book appeared: the young people in them are generally treated with far more respect than was the case a quarter of a century ago.
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  • Human agency and language.Charles Taylor - 1985 - New York: Cambridge University Press.
    Charles Taylor has been one of the most original and influential figures in contemporary philosophy: his 'philosophical anthropology' spans an unusually wide range of theoretical interests and draws creatively on both Anglo-American and Continental traditions in philosophy. A selection of his published papers is presented here in two volumes, structured to indicate the direction and essential unity of the work. He starts from a polemical concern with behaviourism and other reductionist theories (particularly in psychology and the philosophy of language) which (...)
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  • (1 other version)Democracy and Education.John Dewey - 1916 - Mineola, N.Y.: Dover Publications. Edited by Nicholas Tampio.
    The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...)
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  • (3 other versions)The Concept of Mind: 60th Anniversary Edition.Gilbert Ryle - 1949 - New York: Hutchinson & Co.
    This is a new release of the original 1949 edition.
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  • (1 other version)The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
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  • Frames of Mind: Constraints on the Common-sense Conception of the Mental.Adam Morton - 1980 - Oxford University Press USA.
    I argue that general constraints on how humans think about humans produce universal features of the concept of mind. Some of these constraints determine how we imagine other people's thinking and action through our own. I formulate this in opposition to what I call the "theory theory". I believe this was the first use of this terminology, and this work was an early version of what has come to be called the simulation theory.
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  • (2 other versions)The man of reason: "male" and "female" in Western philosophy.Genevieve Lloyd - 1993 - Minneapolis: University of Minnesota Press.
    This new edition of Genevieve Lloyd's classic study of the maleness of reason in philosophy contains a new introduction and bibilographical essay assessing the ..
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  • The Man of Reason: "Male" and "Female" in Western Philosophy.Genevieve Lloyd & Prudence Allen - 1986 - Philosophy 61 (237):414-418.
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  • Democracy and Education.J. E. Creighton - 1916 - Philosophical Review 25 (5):735.
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  • Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory.Robin Barrow - 1986 - British Journal of Educational Studies 34 (1):109-111.
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  • Reflections on Gender and Science.Evelyn Fox Keller - 1985 - Yale University Press.
    "-Barbara Ehrenreich, Mother Jones "This book represents the expression of a particular feminist perspective made all the more compelling by Keller's evident commitment to and understanding of science.
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  • The Nicomachean Ethics.Aristotle . (ed.) - 1926 - New York, N.Y.: Oxford University Press UK.
    Happiness, then, is the best, noblest, and most pleasant thing in the world.'In the Nicomachean Ethics Aristotle's guiding question is: what is the best thing for a human being? His answer is happiness, but he means, not something we feel, but rather a specially good kind of life. Happiness is made up of activities in which we use the best human capacities, both ones that contribute to our flourishing as members of a community, and ones that allow us to engage (...)
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  • Compiled by JO Urmson and GJ Warnock.John Austin - 1961 - In John Langshaw Austin (ed.), Philosophical Papers. Oxford, England: Clarendon Press.
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  • The Nicomachean Ethics.Lesley Brown (ed.) - 2009 - Oxford University Press.
    In the Nicomachean Ethics Aristotle examines the nature of happiness, which he defines as a specially good kind of life. He considers the nature of practical reasoning, friendship, and the role and importance of the moral virtues in the best life. This new edition features a revised translation and valuable new introduction and notes.
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  • Collected papers.Gilbert Ryle - 1971 - London,: Hutchinson.
    v. 1. Critical essays.--v. 2. Collected essays, 1929-1968.
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  • Freedom and Discipline.John Wilson & Richard Smith - 1986 - British Journal of Educational Studies 34 (2):204.
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  • Collected Papers.Gilbert Ryle & Alan R. White - 1972 - Philosophical Books 13 (1):29-32.
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  • The Man of Reason: "Male" and "Female" in Western Philosophy.Genevieve Lloyd, Joan Kelly & Judith Hicks Stiehm - 1986 - Ethics 96 (3):652-654.
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  • Becoming Critical: Education Knowledge and Action Research.Wilfred Carr & Stephen Kemmis - 2003 - Routledge.
    First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.
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