William Hare
Biographic Data
| ID | 969017 |
|---|---|
| NAME | William Hare |
| GIVEN NAMES | William |
| FAMILY NAME | Hare |
| SIGNATURE | HARE W |
| AFFILIATIONS | Mount Saint Vincent University |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1924 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Wave of net zero emission targets opens window to meeting the Paris Agreement
"The Ethical Teacher" (Elizabeth Campbell)
The impact of climate change on incomes and convergence in Africa
Differential climate impacts for policy-relevant limits to global warming
Robust appraisals of climate impacts at different levels of global-mean temperature increase are vital to guide assessments of dangerous anthropogenic interference with the climate system. The 2015 Paris Agreement includes a two-headed temperature goal: "holding the increase in the global average temperature to well below 2 °C above pre-industrial levels and pursuing efforts to limit the temperature increase to 1.5 °C". Despite the prominence of …
Assessing dangerous climate change through an update of the Intergovernmental Panel on Climate Change (IPCC) “reasons for concern”
Article 2 of the United Nations Framework Convention on Climate Change [United Nations (1992) http://unfccc.int/resource/docs/convkp/conveng.pdf . Accessed February 9, 2009] commits signatory nations to stabilizing greenhouse gas concentrations in the atmosphere at a level that “would prevent dangerous anthropogenic interference (DAI) with the climate system.” In an effort to provide some insight into impacts of climate change that might be consi…
Greenhouse-gas emission targets for limiting global warming to 2 °C
Credibility and Credulity
Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to deter…
Four Anxieties about Open‐mindedness
Journal Article Four Anxieties about Open-mindedness: Reassuring Peter Gardner Get access W Hare, W Hare Department of Education, Mount St. Vincent University, Halifax, Nova Scotia, Canada, B3M 2J6, UK Search for other works by this author on: Oxford Academic Google Scholar T McLaughlin T McLaughlin School of Education, University of Cambridge, 17 Trumpington Street, Cambridge CB2 1QA, UK Search for other works by this author on: Oxford Academic …
Reason in Teaching
Making good teachers
(1996). Making good teachers: A response to Jim Mackenzie* Educational Philosophy and Theory: Vol. 28, No. 2, pp. 69-72
A Fair Hearing May Result in a Fair Conviction
Content and Criticism
A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed t…
Open-mindedness, Commitment and Peter Gardner
Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the p…
Humility as a Virtue in Teaching
Journal Article Humility as a Virtue in Teaching Get access William Hare William Hare Correspondence: William Hare, School of Education, Dalhousie University, Halifax, Nova Scotia, Canada B3H 355. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 2, December 1992, Pages 227–236, https://doi.org/10.1111/j.1467-9752.1992.tb00283.x Published: 30 May 2006
Reading the "Apology" in School
Reflections on some contemporary educational slogans
Open-mindedness in the Classroom
Journal Article Open-mindedness in the Classroom Get access William Hare William Hare Correspondence: Professor William Hare, Dalhousie University, Halifax, Nova Scotia, Canada B3H 355. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 2, December 1985, Pages 251–259, https://doi.org/10.1111/j.1467-9752.1985.tb00095.x Published: 30 May 2006
Open‐mindedness, Liberalism and Truth
Philosophical Discernment and Teaching--a Response to Knape and Rosewell
Education and Cultural Disadvantage
(1979). Education and Cultural Disadvantage. Educational Philosophy and Theory: Vol. 11, No. 1, pp. 17-21
Calling a Halt
The Teaching of Judgement
The teaching of judgement
Who Wrote the Mahatma Letters
Mysticism of East and West
The impact of climate change on incomes and convergence in Africa
Credibility and Credulity
Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to deter…
Content and Criticism
A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed t…
Open-mindedness, Commitment and Peter Gardner
Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the p…
Humility as a Virtue in Teaching
Journal Article Humility as a Virtue in Teaching Get access William Hare William Hare Correspondence: William Hare, School of Education, Dalhousie University, Halifax, Nova Scotia, Canada B3H 355. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 2, December 1992, Pages 227–236, https://doi.org/10.1111/j.1467-9752.1992.tb00283.x Published: 30 May 2006
Reflections on some contemporary educational slogans
Open‐mindedness, Liberalism and Truth
The Plan and Site of Tenochtitlan
The Plan and Site of Tenochtitlan
Mysticism of East and West
Who Wrote the Mahatma Letters
The Teaching of Judgement
The teaching of judgement
Calling a Halt
Education and Cultural Disadvantage
(1979). Education and Cultural Disadvantage. Educational Philosophy and Theory: Vol. 11, No. 1, pp. 17-21
Philosophical Discernment and Teaching--a Response to Knape and Rosewell
Open‐mindedness, Liberalism and Truth
Open-mindedness in the Classroom
Journal Article Open-mindedness in the Classroom Get access William Hare William Hare Correspondence: Professor William Hare, Dalhousie University, Halifax, Nova Scotia, Canada B3H 355. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 2, December 1985, Pages 251–259, https://doi.org/10.1111/j.1467-9752.1985.tb00095.x Published: 30 May 2006
Reading the "Apology" in School
Reflections on some contemporary educational slogans
Humility as a Virtue in Teaching
Journal Article Humility as a Virtue in Teaching Get access William Hare William Hare Correspondence: William Hare, School of Education, Dalhousie University, Halifax, Nova Scotia, Canada B3H 355. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 2, December 1992, Pages 227–236, https://doi.org/10.1111/j.1467-9752.1992.tb00283.x Published: 30 May 2006
Open-mindedness, Commitment and Peter Gardner
Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the p…
A Fair Hearing May Result in a Fair Conviction
Content and Criticism
A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed t…
Making good teachers
(1996). Making good teachers: A response to Jim Mackenzie* Educational Philosophy and Theory: Vol. 28, No. 2, pp. 69-72
Reason in Teaching
Four Anxieties about Open‐mindedness
Journal Article Four Anxieties about Open-mindedness: Reassuring Peter Gardner Get access W Hare, W Hare Department of Education, Mount St. Vincent University, Halifax, Nova Scotia, Canada, B3M 2J6, UK Search for other works by this author on: Oxford Academic Google Scholar T McLaughlin T McLaughlin School of Education, University of Cambridge, 17 Trumpington Street, Cambridge CB2 1QA, UK Search for other works by this author on: Oxford Academic …
Credibility and Credulity
Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to deter…
Assessing dangerous climate change through an update of the Intergovernmental Panel on Climate Change (IPCC) “reasons for concern”
Article 2 of the United Nations Framework Convention on Climate Change [United Nations (1992) http://unfccc.int/resource/docs/convkp/conveng.pdf . Accessed February 9, 2009] commits signatory nations to stabilizing greenhouse gas concentrations in the atmosphere at a level that “would prevent dangerous anthropogenic interference (DAI) with the climate system.” In an effort to provide some insight into impacts of climate change that might be consi…
Greenhouse-gas emission targets for limiting global warming to 2 °C
Differential climate impacts for policy-relevant limits to global warming
Robust appraisals of climate impacts at different levels of global-mean temperature increase are vital to guide assessments of dangerous anthropogenic interference with the climate system. The 2015 Paris Agreement includes a two-headed temperature goal: "holding the increase in the global average temperature to well below 2 °C above pre-industrial levels and pursuing efforts to limit the temperature increase to 1.5 °C". Despite the prominence of …
The impact of climate change on incomes and convergence in Africa
"The Ethical Teacher" (Elizabeth Campbell)
Sociology (16 works) · Philosophy (13 works) · Epistemology (12 works) · Political science (12 works) · Psychology (12 works) · Education and Critical Thinking Development (10 works) · Law (10 works) · Pedagogy (9 works) · Law (8 works) · Philosophy (8 works)