Martin Barlosky
Biographic Data
| ID | 6487491 |
|---|---|
| NAME | Martin Barlosky |
| GIVEN NAMES | Martin |
| FAMILY NAME | Barlosky |
| SIGNATURE | BARLOSKY M |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 0 |
Dialogue: Response to “Reclaiming the Progressivist Agenda”
Let me first express my appreciation and delight for the honor of being included in such distinguished company as Michael Apple and Richard Rorty and for the opportunity to take part in this dialogue. I also want to thank Doctor Barlosky for the fair and careful reading he has, for the most part, given my book. The reservation I have about his reading has to do with his apparent surprise at some of what I have to say in my book
Establishing Virtue: Schools and the Genealogy of Morals
A review of The Moral Life of Schools by Philip W. Jackson, Robert E. Boostrom, and David T. Hansen. San Francisco: Jossey-Bass, 1993, 323 pp
A Rejoinder to Evers and Lakomski
In their book and in their reply to my review of it, Colin Evers and Gabriele Lakomski have provocatively addressed the epistemological issues that underlie the more pronounced divisions within the field of educational administration. In doing so, they have spoken not only to issues internal to educational administration, but they have also offered a comprehensive vision of human understanding and meaning. In raising questions concerning the adeq…
Knowledge, Certainty, and Openness in Educational Administration
Educational Leadership: A Non-Prescriptive Moral Vision
No prominent works on this page.
Educational Leadership: A Non-Prescriptive Moral Vision
A Rejoinder to Evers and Lakomski
In their book and in their reply to my review of it, Colin Evers and Gabriele Lakomski have provocatively addressed the epistemological issues that underlie the more pronounced divisions within the field of educational administration. In doing so, they have spoken not only to issues internal to educational administration, but they have also offered a comprehensive vision of human understanding and meaning. In raising questions concerning the adeq…
Knowledge, Certainty, and Openness in Educational Administration
Establishing Virtue: Schools and the Genealogy of Morals
A review of The Moral Life of Schools by Philip W. Jackson, Robert E. Boostrom, and David T. Hansen. San Francisco: Jossey-Bass, 1993, 323 pp
Dialogue: Response to “Reclaiming the Progressivist Agenda”
Let me first express my appreciation and delight for the honor of being included in such distinguished company as Michael Apple and Richard Rorty and for the opportunity to take part in this dialogue. I also want to thank Doctor Barlosky for the fair and careful reading he has, for the most part, given my book. The reservation I have about his reading has to do with his apparent surprise at some of what I have to say in my book
Sociology (5 works) · Pedagogy (3 works) · Psychology (3 works) · Epistemology (2 works) · Philosophy (2 works) · Philosophy (2 works) · Postmodernism in Literature and Education (2 works) · Pragmatism in Philosophy and Education (2 works) · Administration (probate law (1 works) · Bass (fish (1 works)