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Results: 1-25/235
Authors:
McNamee, M
Citation: M. Mcnamee, Introduction: Whose ethics, which research?, J PHIL EDUC, 35(3), 2001, pp. 309-327
Authors:
Homan, R
Citation: R. Homan, The principle of assumed consent: The ethics of gatekeeping, J PHIL EDUC, 35(3), 2001, pp. 329-343
Authors:
Tickle, L
Citation: L. Tickle, Opening windows, closing doors: Ethical dilemmas in educational action research, J PHIL EDUC, 35(3), 2001, pp. 345-359
Authors:
Pendlebury, S
Enslin, P
Citation: S. Pendlebury et P. Enslin, Representation, identification and trust: Towards an ethics of educationalresearch, J PHIL EDUC, 35(3), 2001, pp. 361-370
Authors:
Bridges, D
Citation: D. Bridges, The ethics of outsider research, J PHIL EDUC, 35(3), 2001, pp. 371-386
Authors:
Small, R
Citation: R. Small, Codes are not enough: What philosophy can contribute to the ethics of educational research, J PHIL EDUC, 35(3), 2001, pp. 387-406
Authors:
Pring, R
Citation: R. Pring, The virtues and vices of an educational researcher, J PHIL EDUC, 35(3), 2001, pp. 407-421
Authors:
McNamee, M
Citation: M. Mcnamee, The guilt of whistling-blowing: Conflicts in action research and educational ethnography, J PHIL EDUC, 35(3), 2001, pp. 423-441
Authors:
Winch, C
Citation: C. Winch, Accountability and relevance in educational research, J PHIL EDUC, 35(3), 2001, pp. 443-459
Authors:
Carr, D
Citation: D. Carr, Educational philosophy, theory and research: A psychiatric autobiography, J PHIL EDUC, 35(3), 2001, pp. 461-476
Authors:
Smeyers, P
Citation: P. Smeyers, Qualitative versus quantitative research design: A plea for paradigmatic tolerance in educational research, J PHIL EDUC, 35(3), 2001, pp. 477-495
Authors:
Standish, P
Citation: P. Standish, Data return: The sense of the given in educational research, J PHIL EDUC, 35(3), 2001, pp. 497-518
Authors:
Smith, R
Citation: R. Smith, Special issue: The ethics of educational research - Preface, J PHIL EDUC, 35(3), 2001, pp. III-III
Authors:
McPherson, I
Citation: I. Mcpherson, Kierkegaard as an educational thinker: Communication through and across ways of being, J PHIL EDUC, 35(2), 2001, pp. 157-174
Authors:
Frowe, I
Citation: I. Frowe, Language and educational research, J PHIL EDUC, 35(2), 2001, pp. 175-186
Authors:
Gaon, S
Norris, SP
Citation: S. Gaon et Sp. Norris, The undecidable grounds of scientific expertise: Science education and thelimits of intellectual independence, J PHIL EDUC, 35(2), 2001, pp. 187-201
Authors:
Lamb, WWH
Citation: Wwh. Lamb, The 'whole child' in education, J PHIL EDUC, 35(2), 2001, pp. 203-217
Authors:
Musschenga, AW
Citation: Aw. Musschenga, Education for moral integrity, J PHIL EDUC, 35(2), 2001, pp. 219-235
Authors:
Rozema, D
Citation: D. Rozema, The polemics of education, J PHIL EDUC, 35(2), 2001, pp. 237-254
Authors:
Ramaekers, S
Citation: S. Ramaekers, Teaching to lie and obey: Nietzsche on education, J PHIL EDUC, 35(2), 2001, pp. 255-268
Authors:
Stables, A
Scott, W
Citation: A. Stables et W. Scott, Post-humanist liberal pragmatism? Environmental education out of modernity, J PHIL EDUC, 35(2), 2001, pp. 269-279
Authors:
Smeyers, P
Lambeir, B
Citation: P. Smeyers et B. Lambeir, Carpe diem: Tales of desire and the unexpected, J PHIL EDUC, 35(2), 2001, pp. 281-297
Authors:
Puolimatka, T
Citation: T. Puolimatka, Democratic values education reconsidered: A moral realist case, J PHIL EDUC, 35(2), 2001, pp. 299-308
Authors:
Smith, R
Citation: R. Smith, Untitled, J PHIL EDUC, 35(2), 2001, pp. III-IV
Authors:
Masschelein, J
Citation: J. Masschelein, The discourse of the learning society and the loss of childhood, J PHIL EDUC, 35(1), 2001, pp. 1-20