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  1. (1 other version)Personal Knowledge: Towards a Post-Critical Philosophy.Michael Polanyi - 1958 - Chicago: University of Chicago Press. Edited by Mary Jo Nye.
    In this work the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in both its discovery and its validation, is an indispensable part of science itself. Even in the exact sciences, "knowing" is an art, of which the skill of the knower, guided by his personal commitment and his passionate sense of increasing contact with reality, is a logically necessary part. In the biological and social sciences this becomes even more evident. The (...)
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  • John Dewey and the High Tide of American Liberalism.Alan Ryan - 1995 - W.W. Norton.
    "When John Dewey died in 1952, he was memorialized as America's most famous philosopher, revered by liberal educators and deplored by conservatives, but universally acknowledged as his country's intellectual voice. Many things conspired to give Dewey an extraordinary intellectual eminence: He was immensely long-lived and immensely prolific; he died in his ninety-third year, and his intellectual productivity hardly slackened until his eighties." "Professor Alan Ryan offers new insights into Dewey's many achievements, his character, and the era in which his scholarship (...)
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  • John Dewey and the High Tide of American Liberalism.Alan Ryan - 1998 - British Journal of Educational Studies 46 (1):103-104.
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  • The Sociological Imagination.C. Wright Mills - 1960 - British Journal of Educational Studies 9 (1):75-76.
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  • Speaking Habermas to Gramsci: Implications for the Vocational Preparation of Community Educators.John Bamber & Jim Crowther - 2011 - Studies in Philosophy and Education 31 (2):183-197.
    Re-working the Gramscian idea of the ‘organic’ intellectual from the cultural-political sphere to Higher Education (HE), suggests the need to develop critical and questioning ‘counter hegemonic’ ideas and behaviour in community education students. Connecting this reworking to the Habermasian theory of communicative action, suggests that these students also need to learn how to be constructive in developing such knowledge. Working towards critical and constructive capacities is particularly relevant for students who learn through acting in practice settings where general principles and (...)
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