21 found
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  1.  2
    Assessment and Curriculum.Jacque Ensign & Robert D. Heslep - 1997 - Educational Studies 28 (3-4):199-207.
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  2.  36
    Education for Computers.Robert D. Heslep - 2011 - Studies in Philosophy and Education 31 (4):357-364.
    The computer engineers who refer to the education of computers do not have a definite idea of education and do not bother to justify the fuzzy ones to which they allude. Hence, they logically cannot specify the features a computer must have in order to be educable. This paper puts forth a non-standard, but not arbitrary, concept of education that determines such traits. The proposed concept is derived from the idea of education embedded in modern standard-English discourse. Because the standard (...)
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  3.  3
    Essay Review: The Philosophical Dialogue on Ethics and Education.Robert D. Heslep - 1989 - Educational Studies 20 (3):233-246.
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  4.  21
    Gewirth and the Voluntary Agent’s Esteem of Purpose.Robert D. Heslep - 1985 - Philosophy Research Archives 11:379-391.
    This paper discusses Alan Gewirth’s claim that the agent of a voluntary action necessarily values his purpose. It holds that not only is Gewirth wrong in making the claim but that his mistake is of serious importance for his moral theory. The criticism proceeds through an examination of the five arguments advanced by Gewirth, explicitly and implicitly, in support of the proposition that any agent necessarily esteems his goal. A key point in the criticism is that an agent of voluntary (...)
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  5. Gewirth and the Voluntary Agent’s Esteem of Purpose.Robert D. Heslep - 1985 - Philosophy Research Archives 11:379-391.
    This paper discusses Alan Gewirth’s claim that the agent of a voluntary action necessarily values his purpose. It holds that not only is Gewirth wrong in making the claim but that his mistake is of serious importance for his moral theory. The criticism proceeds through an examination of the five arguments advanced by Gewirth, explicitly and implicitly, in support of the proposition that any agent necessarily esteems his goal. A key point in the criticism is that an agent of voluntary (...)
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  6.  50
    Haugeland's New Existentialism.Robert D. Heslep - 2002 - Studies in Philosophy and Education 21 (6):505-516.
  7.  39
    Keeping Up Appearances.Robert D. Heslep - 2005 - Studies in Philosophy and Education 24 (5):411-424.
  8.  28
    Must an Educated Being Be a Human Being?Robert D. Heslep - 2009 - Studies in Philosophy and Education 28 (4):329-349.
    This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain (...)
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  9.  25
    Performed actions and acts as logically possible teaching objectives.Robert D. Heslep - 1973 - Studies in Philosophy and Education 8 (2):99-130.
  10.  40
    Philosophical thinking in educational practice.Robert D. Heslep - 1997 - Westport, Conn.: Praeger.
    Designed for those wanting to be teachers, administrators, or other educational practitioners, this work shows how the study of educational philosophy should ...
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  11.  57
    Response to Tooley.Robert D. Heslep - 1993 - Studies in Philosophy and Education 12 (2):267-272.
  12.  26
    Review article.James Tooley & Robert D. Heslep - 1993 - Studies in Philosophy and Education 12 (2):257-265.
    Using the definition of “education as a practice”, the only coherent interpretation of Heslep's central thesis of “Education's moral role” was found to need the notion of a “social institution” of Education. This in turn made sense only by positing a notion such as a Political Proficiency Certificate, with its concomitant drastic government intervention. Heslep himself did not suggest this, presumably because he saw the tension that would appear between such an institution and the voluntary actions of citizens. This tension (...)
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  13.  22
    Admitting Disadvantaged Students to Academic Research Programs: ETS's Non‐Traditional Academic Admissions Criteria.Robert D. Heslep - 1980 - Educational Theory 30 (3):193-202.
  14.  6
    Behaviour and Educational Thought: Critique and Alternative.Robert D. Heslep - 1973 - Educational Philosophy and Theory 5 (1):21-35.
  15.  22
    Non‐Physical Mental Acts as Educational Goals.Robert D. Heslep - 1972 - Educational Theory 22 (3):293-302.
  16.  6
    Perception and the Mind‐Body Problem.Robert D. Heslep - 1984 - Educational Theory 34 (4):367-372.
  17.  18
    Book Review Section 2. [REVIEW]Robert D. Heslep, S. Pike Hall, Denise Twohey, Francis Schrag, Joseph S. Malikail, Dennis L. Carlson, Thomas A. Brindley & Thomas P. Thomas - 1993 - Educational Studies 24 (2):158-196.
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  18.  16
    Book Review Section 2. [REVIEW]Robert D. Heslep, David L. Green, Christopher J. Lucas, Samuel Totten, Lawrence C. Stedman, Douglas Ray, Linda Irwin-Devitis, Karen R. Fellows, Roger G. Baldwin & John D. Mcneil - 1991 - Educational Studies 22 (3):352-401.
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  19.  15
    Book Review Section 1. [REVIEW]Robert D. Heslep, Bertrand P. Helm, Patrick Socoski, William E. Marsden, Irving G. Hendrick, Franklin E. Court, Charlotte Landvoigt, Lester C. Lamon & Bruce Beezer - 1988 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 19 (2):143-185.
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  20.  14
    Book Review Section 2. [REVIEW]Martin Levit, Frank Hibberd, Spencer J. Maxcy, C. J. B. Macmillan, Robert D. Heslep, Christopher J. Lucas, Richard A. Brosio, Larry E. Holmes, Kathryn M. Borman, C. A. Bowers, Alan Sigsworth, Alan J. Deyoung, Joseph L. Devitis & Robert C. Serow - 1982 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 13 (3&4):387-441.
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  21.  26
    Book Review Section 1. [REVIEW]Martin Sullivan, Diane Willen, Joe L. Kincheloe, Douglas Stewart, Robert D. Heslep, Michael E. Manley-Casimir, J. Nesin Omatseye, Ruth Bradbury Lamonte, Janusz Tomiak & R. F. Price - 1986 - Educational Studies 17 (3):334-383.
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