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In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analysing a...

Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship - what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought.

The author presents a series of formidable arguments regarding the more controversial social and...

Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a new branch of philosophy, the philosophy of education . The book stresses that relativist ethical theories are no...

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.

This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.

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 importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators....

This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so, it exposes a number of common confusions and misunderstandings about morality, and presents a strong argument for some indisputable truths in relation to the moral sphere.

Divided into four parts, the book covers the key issues within moral philosophy:

• part one provides a lucid and powerful account of the nature and limits of moral theory, sharply distinguishing it from...

Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought.

The author presents a series of formidable arguments regarding the more controversial social and moral...

In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analysing a...

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.