52 found
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  1. Postpositivism and Educational Research.D. C. Phillips & Nicholas C. Burbules - 2001 - British Journal of Educational Studies 49 (1):109-111.
     
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  2.  21
    Organicism in the Late Nineteenth and Early Twentieth Centuries.D. C. Phillips - 1907 - Journal of the History of Ideas.
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  3.  48
    The contested nature of empirical educational research (and why philosophy of education offers little help).D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (4):577–597.
    This paper suggests that empirical educational research has not, on the whole, been treated well by philosophers of education. A variety of criticisms have been offered, ranging from triviality, conceptual confusion and the impossibility of empirically studying normative processes. Furthermore, many of those who criticise, or dismiss, empirical research do so without subjecting any specific examples to careful scholarly scrutiny. It is suggested that both philosophy of education, and the empirical research enterprise, stand to profit if philosophers pay more attention (...)
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  4. Philosophy of education.D. C. Phillips - 2008 - Stanford Encyclopedia of Philosophy.
  5.  13
    Collective obituary for Nel Noddings.Liz Jackson, D. C. Phillips, Susan Verducci, Lynda Stone, Barbara Stengel, Lynn Sargent De Jonghe, Cris Mayo, Michael S. Katz & Robert Lake - 2023 - Educational Philosophy and Theory 55 (4):406-417.
    Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...
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  6.  3
    The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help).D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (4):577-597.
    This paper suggests that empirical educational research has not, on the whole, been treated well by philosophers of education. A variety of criticisms have been offered, ranging from triviality, conceptual confusion and the impossibility of empirically studying normative processes. Furthermore, many of those who criticise, or dismiss, empirical research do so without subjecting any specific examples to careful scholarly scrutiny. It is suggested that both philosophy of education, and the empirical research enterprise, stand to profit if philosophers pay more attention (...)
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  7. Empirical educational research : charting philosophical disagreements in an undisciplined field.D. C. Phillips - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  8.  15
    Organicism in the Late Nineteenth and Early Twentieth Centuries.D. C. Phillips - 1970 - Journal of the History of Ideas 31 (3):413.
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  9.  23
    James, Dewey, and the Reflex Arc.D. C. Phillips - 1971 - Journal of the History of Ideas 32 (4):555.
  10.  33
    The distinguishing features of forms of knowledge.D. C. Phillips - 1971 - Educational Philosophy and Theory 3 (2):27–35.
  11.  60
    Dealing “competently with the serious issues of the day”: How Dewey (and popper) failed.D. C. Phillips - 2012 - Educational Theory 62 (2):125-142.
    In Reconstruction in Philosophy, John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions, but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon “minute” problems. Both Dewey and Popper, however, were optimistic that the (...)
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  12.  10
    Theories of Teaching and Learning.D. C. Phillips - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Blackwell. pp. 232–245.
    This chapter contains sections titled: Classic Theories of Teaching and Learning John Dewey's Theory of Learning and Teaching Contemporary Constructivist Theories of Teaching and Learning The Contributions of Analytic Philosophy of Education Contemporary Theories of Learning.
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  13.  25
    John Dewey's Philosophy and His Writings on Education.D. C. Phillips - 1970 - Educational Philosophy and Theory 2 (2):47-56.
  14.  39
    Directive Teaching, Indoctrination, and the Values Education of Children.D. C. Phillips - 1989 - Social Theory and Practice 15 (3):339-353.
  15.  3
    Encyclopedia of educational theory and philosophy.D. C. Phillips (ed.) - 2014 - Los Angeles, California: SAGE Reference.
    Introduces students to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice.
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  16.  8
    Philosophy of Education: In Extremis?D. C. Phillips - 1983 - Educational Studies 14 (1):1-30.
  17.  44
    (RE)Inventing Scheffler, or, Defending Objective Educational Research.D. C. Phillips - 1997 - Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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  18.  12
    Two Decades After:“After The Wake: Postpositivistic Educational Thought”.D. C. Phillips - 2004 - Science & Education 13 (1-2):67-84.
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  19.  9
    The Distinguishing Features of Forms of Knowledge.D. C. Phillips - 1971 - Educational Philosophy and Theory 3 (2):27-35.
  20.  10
    The Social Scientist's Bestiary. A Guide to Fabled Threats to, and Defences of, Naturalistic Social Science.Beverley Shaw & D. C. Phillips - 1994 - British Journal of Educational Studies 42 (3):319.
  21. On castigating constructivists.D. C. Phillips - forthcoming - Philosophy of Education.
     
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  22.  6
    Visions of Childhood: Influential Models from Locke to Spock.John F. Cleverley & D. C. Phillips - 1986
    Perfect Paperbount Trim: 6 X 9 Text throught No halftones, No bleeds Update Print/Year line to read for year 2001, 6th printing.
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  23.  15
    The State of the Art.Josh Corngold, Rebecca M. Katz, Anne Newman & D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (1):123-139.
    The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the ‘state of the art’. Whilst both texts can be criticised for failing to engage sufficiently with non-philosophical work on education, these are otherwise estimable volumes, containing many fine essays that (...)
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  24.  37
    The state of the art.Josh Corngold, Rebecca M. Katz, Anne Newman & D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (1):123–139.
    The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the ‘state of the art’. Whilst both texts can be criticised for failing to engage sufficiently with non-philosophical work on education, these are otherwise estimable volumes, containing many fine essays that (...)
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  25.  7
    A companion to John Dewey's Democracy and education.D. C. Phillips - 2016 - London: University of Chicago Press. Edited by John Dewey.
    Education as a necessity of life -- Education as a social function -- Education as direction -- Education as growth -- Preparation, unfolding, and formal discipline -- Education as conservative and progressive -- The democratic conception in education -- Aims in education -- Natural development and social efficiency as aims -- Interest and discipline -- Experience and thinking -- Thinking in education -- The nature of method -- The nature of subject matter -- Play and work in the curriculum -- (...)
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  26.  7
    A thoroughly modern response.D. C. Phillips - 1999 - Educational Philosophy and Theory 31 (2):245–246.
  27.  1
    A Thoroughly Modern Response.D. C. Phillips - 1999 - Educational Philosophy and Theory 31 (2):245-246.
  28.  2
    Commentary.D. C. Phillips - 1983 - Educational Studies 14 (3):302-305.
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  29. Can (and Should) Jon Dolle Resist Being Drawn to the Dark Side of the Force?D. C. Phillips - 2008 - Philosophy of Education 64:330-332.
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  30.  6
    Counting down to the millennium.D. C. Phillips - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 34--44.
  31.  6
    Development of concepts of protein structure.D. C. Phillips - 1986 - Perspectives in Biology and Medicine 29 (3 Pt 2):S124.
  32.  20
    Forty years on: Anti‐naturalism, and problems of social experiment and piecemeal social reform.D. C. Phillips - 1976 - Inquiry: An Interdisciplinary Journal of Philosophy 19 (1-4):403 – 425.
    In The Poverty of Historicism, Karl Popper attacked a number of anti?naturalistic doctrines while advocating a program of piecemeal social reform. However, recent work in social science, and especially in the evaluation of social programs and social reforms, has exposed difficulties that have led many scientists to fall back on one or other of these same anti?naturalistic positions. It is suggested that Popper's strategy for dealing with anti?naturalism is no longer efficacious, although the difficulties in contemporary social science do not (...)
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  33.  1
    Getting It Wrong from the Beginning, But Maybe (Just Maybe) It’s a Start.D. C. Phillips - 2007 - Philosophy of Education 63:319-322.
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  34. Paul Hirst's structure, or, the uses and abuses of an overworked concept.D. C. Phillips - 1993 - In Paul Heywood Hirst, Robin Barrow & Patricia White (eds.), Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge. pp. 79--92.
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  35.  3
    Response to Schrag, or, He Who Laughs Last….D. C. Phillips - 1989 - Educational Theory 39 (3):271-272.
  36.  29
    Stone/marshall wedding address.D. C. Phillips - 2005 - Educational Philosophy and Theory 37 (3):301–302.
  37.  5
    Stone/marshall Wedding Address.D. C. Phillips - 2005 - Educational Philosophy and Theory 37 (3):301-302.
  38.  30
    The anatomy of autonomy.D. C. Phillips - 1975 - Educational Philosophy and Theory 7 (2):1–12.
  39.  6
    The Anatomy of Autonomy.D. C. Phillips - 1975 - Educational Philosophy and Theory 7 (2):1-12.
  40. The hidden curriculum and the latent functions of schooling: Two overlapping perspectives. 1. Why the hidden curriculum is hidden.D. C. Phillips & C. B. J. Macmillan - forthcoming - Philosophy of Education: Proceedings of the Thirty-Sixth Annual Meeting of the Philosophy of Education Society.
     
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  41. The interactive universe and the limits of educational research.D. C. Phillips - 1979 - Philosophy of Education (Utah) 1979.
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  42.  25
    The new causal principle of cognitive learning theory: Perspectives on Bandura's "reciprocal determinism.".D. C. Phillips & Rob Orton - 1983 - Psychological Review 90 (2):158-165.
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  43.  9
    The recovery of internal friction in sodium chloride.D. C. Phillips & P. L. Pratt - 1970 - Philosophical Magazine 21 (170):217-243.
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  44.  49
    Was William James telling the truth after all?D. C. Phillips - 1992 - In William James & Doris Olin (eds.), The Monist. Routledge. pp. 419-434.
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  45.  22
    Was William James Telling the Truth After All?D. C. Phillips - 1984 - The Monist 67 (3):419-434.
    It is a truth of military history that major battles are not clearly understood by the rank-and-file who are embroiled in them. There is a flurry of activity, a “blooming, buzzing confusion,” and anything that moves in the surrounding terrain is likely to be identified as the enemy. Usually it is only after the “tumult and the shouting dies” that a clear picture emerges, and a tally can be obtained of how many of one’s friends were felled by mistake.
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  46. On Teacher Knowledge--Expanding the Dialogue [and] Response to Schrag, or, He Who Laughs Last..Francis Schrag & D. C. Phillips - 1989 - Educational Theory 39 (3):267-72.
     
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  47.  4
    Review of BRIAN D. MACKENZIE: Behaviourism and the Limits of Scientific Method[REVIEW]D. C. Phillips - 1979 - British Journal for the Philosophy of Science 30 (1):85-86.
  48.  28
    Book Review Section 1. [REVIEW]D. C. Phillips, Peter F. Carbone Jr, Gerald L. Gutek, Bruce B. Suttle, Robert Kelley Jr, Daniel B. Calloway, Richard A. Brosio, David L. Green, Erwin V. Johanningmeier, Barbara Thayer-Bacon, Michael M. Warner, Frances O'neill & Patricia F. Goldblatt - 1994 - Educational Studies 25 (1):24-87.
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  49.  2
    Review of Richard Mattessich: Instrumental Reasoning and Systems Methodology: An Epistemology of the Applied and Social Sciences[REVIEW]D. C. Phillips - 1980 - British Journal for the Philosophy of Science 31 (1):89-90.
  50.  6
    Reviews. [REVIEW]D. C. Phillips - 1979 - British Journal for the Philosophy of Science 30 (1):85-86.
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