Robin Barrow

Datos Biográficos

ID461920
NOMBRERobin Barrow
NOMBRESRobin
APELLIDOBarrow
FIRMABARROW R
AFILIACIONESSimon Fraser University
VERIFICADONo
TOTAL DE OBRAS37
TOTAL DE CITAS16
TOTAL COMO AUTOR37
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1974
AÑO MÁS RECIENTE DE PUBLICACIÓN2020
ÍNDICE H2

  • Philosophic Method and Educational Issues

    Open AccessRobin BarrowARTICLEJournal of Philosophy of Education2020Referencias: 3

    My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of phil…

  • Utilitarianism

    Robin BarrowBOOKUtilitarianism2015

    In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.

  • Was Peters Nearly Right About Education

    Open AccessRobin BarrowARTICLEJournal of Philosophy of Education2009Citada por: 2Referencias: 2

    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to phil…

  • Academic Freedom

    Robin BarrowARTICLEBritish Journal of Educational…2009Citada por: 2

    Academic freedom does not refer to freedom to engage in any speech act, but to freedom to hold any belief and espouse it in an appropriately academic manner. This freedom belongs to certain institutions, rather than to individuals, because of their academic nature. Academic freedom should be absolute, regardless of any offence it may on occasion cause

  • Education and the Body

    Robin BarrowARTICLEBritish Journal of Educational…2008Citada por: 1Referencias: 4

    There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides …

  • Common Schooling and the Need for Distinction

    Open AccessRobin BarrowARTICLEJournal of Philosophy of Education2007Citada por: 1

    This paper, while broadly arguing in favour of the common school, nonetheless accepts the possibility of distinct specialist institutions in the later years of secondary schooling. It also argues for a careful distinction between a comprehensive school and a comprehensive classroom; further distinguishing between grouping by reference to alleged overall or all-round ability (‘streaming’) and grouping by reference to current preparedness for parti…

  • Moral education's modest agenda

    Robin BarrowARTICLEEthics and Education2006

    http://dx.doi.org/10.1080/17449640600584938

  • Language and Character

    Open AccessRobin BarrowARTICLEArts and Humanities in Higher…2004

    Recent empirical research into the brain, while reinforcing the view that we are extensively ‘programmed’, does not refute the idea of a distinctive human mind. The human mind is primarily a product of the human capacity for a distinctive kind of language. Human language is thus what gives us our consciousness, reasoning capacity and autonomy. To study and understand the human, however, is ultimately a task beyond empirical disciplines such as ps…

  • An Introduction to Philosophy of Education

    Robin Barrow, Ronald Wood et al.BOOKIntroduction to Philosophy of…2002

  • Inclusion vs. Fairness

    Robin BarrowARTICLEJournal of Moral Education2001

    A policy of inclusion may, in certain circumstances, be justified but inclusion is not an inherently moral principle. On occasion, the practice of inclusion may clearly offend against the principles of fairness. It is crucially important to distinguish between empirical arguments for inclusion and would-be moral arguments. That having been done, it is not clear that there are in general any compelling empirical arguments for a widespread policy o…

  • Language

    Open AccessRobin BarrowARTICLEStudies in Philosophy and Education1997

  • Moral education

    Open AccessRobin BarrowARTICLEInternational Review of Education1996

  • The erosion of moral education

    Open AccessRobin BarrowARTICLEInternational Review of Education1995

  • Beyond Liberal Education

    Colin Wringe, Robin Barrow et al.ARTICLEBritish Journal of Educational…1994

  • Is teaching an essentially moral enterprise

    Open AccessRobin BarrowARTICLETeaching and Teacher Education1992

  • The Generic Fallacy1

    Robin BarrowARTICLEEducational Philosophy and Theory1991Citada por: 4

  • Teacher Education

    Robin BarrowARTICLEBritish Journal of Educational…1990

  • Teacher education

    Robin BarrowARTICLEBritish Journal of Educational…1990

  • Skill Talk

    Open AccessRobin BarrowARTICLEJournal of Philosophy of Education1987Citada por: 2

  • Personal and Social Education in the Curriculum

    Robin Barrow, Richard PringARTICLEBritish Journal of Educational…1987

  • The Concept of Curriculum Design

    Open AccessRobin BarrowARTICLEJournal of Philosophy of Education1986

    Journal Article The Concept of Curriculum Design Get access Robin Barrow Robin Barrow Correspondence: Robin Barrow, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A 1S6. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 20, Issue 1, July 1986, Pages 73–80, https://doi.org/10.1111/j.1467-9752.1986.tb00112.x Published: 30 May 2006

  • Giving Teaching Back to Teachers

    Jean Rudduck, Robin BarrowARTICLEBritish Journal of Educational…1986

    This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importa…

  • Chrestomathia

    Robin Barrow, Jeremy Bentham et al.ARTICLEBritish Journal of Educational…1985

  • Injustice, Inequality and Ethics

    Jack Donnelly, Robin BarrowARTICLEHuman Rights Quarterly1983

  • Injustice, Inequality and Ethics

    Brenda Cohen, Robin BarrowARTICLEThe Philosophical Quarterly1983

    Journal Article Book Reviews Get access Injustice, Inequality and Ethics. By Robin Barrow. (Brighton: Harvester, 1982. Pp. 204.) Brenda Cohen Brenda Cohen University of Surrey Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 33, Issue 132, July 1983, Pages 309–310, https://doi.org/10.2307/2219233 Published: 01 July 1983