American Educational Research Association (AERA) 2006. Standards for reporting on empirical social science research in AERA publications, Educational Researcher 35(6): 33–40CrossRefGoogle Scholar

Appleyard, B. 1992. Understanding the Present: Science and the Soul of Modern Man. London: PanGoogle Scholar

Archard, D. W. 2003. Children, Family and the State. Aldershot: AshgateGoogle Scholar

Argent, K. 2007. Every Child Matters: change for parents/carers and families? Can schools work with families to promote knowledge and understanding of government expectations?Education 35(3): 295–303Google Scholar

Aristotle, . 1969. Nicomachean Ethics (trans. Ross, W. D.). London: Oxford University PressGoogle Scholar

Barrow, R. 2006. Moral education’s modest agenda, Ethics and Education 1(1): 3–13CrossRefGoogle Scholar

Bauman, Z. 1999. In Search of Politics. Stanford University PressGoogle Scholar

Bauman, Z. 2006. Liquid Fear. Cambridge: Polity PressGoogle Scholar

Baz, A. 2000. What’s the point of seeing aspects?Philosophical Investigations 23: 97–121CrossRefGoogle Scholar

Beck, U. 1992. Risk Society: Towards a New Modernity (trans. Ritter, M.). London: SageGoogle Scholar

Bennett, T. 2014. Teacher Proof: Why Research in Education Doesn’t Always Mean What It Claims, and What You Can Do About It. London: RoutledgeGoogle Scholar

Blake, N., Smeyers, P., Smith, R. and Standish, P. 2003. Introduction, in The Blackwell Guide to the Philosophy of Education. Oxford: BlackwellCrossRefGoogle Scholar

Blatchford, P. and Mortimore, P. 1994. The issue of class size for young children in schools: what can we learn from research?Oxford Review of Education 20: 411–428CrossRefGoogle Scholar

Bohman, J. 1997. Pluralism, indeterminacy and the social sciences: reply to Ingram and Meehan, Human Studies: A Journal for Philosophy and the Social Sciences 97: 441–458CrossRefGoogle Scholar

Bosmans, G., Braet, C., Beyers, W., Van Leeuwen, K. and Van Vlierberghe, L. 2011. Parents’ power, assertive discipline and internalizing problems in adolescents: the role of attachment, Parenting: Science and Practice 11: 34–55CrossRefGoogle Scholar

Bradbury, R. 2008. Fahrenheit 451. London: HarperVoyagerGoogle Scholar

Bridges, D. and Smith, R. 2006. Philosophy, methodology and educational research: introduction, Journal of Philosophy of Education 40: 131–135CrossRefGoogle Scholar

Bridges, D., Smeyers, P. and Smith, R. (eds.) 2009. ‘Evidence based educational policy’: What evidence? What basis? Whose policy?Oxford: BlackwellGoogle Scholar

Burbules, N. and Abowitz, K. 2009. A situated philosophy of education, in Philosophy of Education 2008. Urbana, IL: Philosophy of Education Society, 268–276Google Scholar

Carpenter, B. 2007. The impetus for family-centred early childhood intervention, Child: Care, Health and Development 33: 664–669Google ScholarPubMed

Carroll, L. 1977. The Complete Works of Lewis Carroll. London: Nonesuch PressGoogle Scholar

Cartwright, N. and Hardie, J. 2012. Evidence-based Policy: A Practical Guide to Doing it Better. Oxford University PressCrossRefGoogle Scholar

Cavell, S. 1969. Knowing and acknowledging, in Must We Mean What We Say?New York: ScribnerGoogle Scholar

Cavell, S. 1979. The Claim of Reason: Wittgenstein, Scepticism, Morality and Tragedy. Oxford University PressGoogle Scholar

Cavell, S. 1988. In Quest of the Ordinary. University of Chicago PressGoogle Scholar

Cigman, R. 2001. Situated self-esteem, Journal of Philosophy of Education 38(1): 91–105CrossRefGoogle Scholar

Cigman, R. and Davis, A. 2009. Commentary, in New Philosophies of Learning. Oxford: Wiley-BlackwellGoogle Scholar

Clark, D. L. and Goellnicht, D. C. (eds.) 1994. New Romanticisms: Theory and Critical Practice. University of Toronto PressCrossRefGoogle Scholar

Coady, T. 2005. Questioning holism: a response to Archard, Australian Journal of Professional and Applied Ethics 7(2): 6–10Google Scholar

Coe, R. 2002. It’s the effect size, stupid. What effect size is and why it is important,

Coessens, K. and Van Bendegem, J. P. 2006. Expectations of what scientific research could not do, in Smeyers, P. and Depaepe, M. (eds.) Educational Research: Why ‘what works’ doesn’t work. Dordrecht: Springer, 109–125Google Scholar

Collini, S. 2010. Browne’s gamble, London Review of Books 32(21): 23–25Google Scholar

Corradi Fiumara, G. 1990. The Other Side of Language: A Philosophy of Listening. London: RoutledgeGoogle Scholar

Daley, S. 2010. Greek wealth is everywhere but tax forms, The New York Times, 1 May, Google Scholar

Davis, A. 2012. A monstrous regimen of synthetic phonics: fantasies of research-based teaching ‘methods’ versus real teaching, Journal of Philosophy of Education 46(4): 560–573CrossRefGoogle Scholar

Day, A. 1996. Romanticism. London: RoutledgeCrossRefGoogle Scholar

Donmoyer, R. 1996. Educational research in an era of paradigm proliferation: what’s a journal editor to do?Educational Researcher 25(2): 19–25Google Scholar

Eekelaar, J. 2005. Deciding for children, Australian Journal of Professional and Applied Ethics 7(2): 66–82Google Scholar

Egan, K. 1990. Romantic Understanding. London: RoutledgeGoogle Scholar

Eisenhart, M. 2005. Hammers and saws for the improvement of educational research, Educational Theory 55: 245–261Google Scholar

Eisner, E. 1993. Forms of understanding and the future of educational research, Educational Researcher 22(7): 5–11CrossRefGoogle Scholar

Eliot, T. S. 1921. The perfect critic, in The Sacred Wood. London: MethuenGoogle Scholar

Elliott, J. 2006. Educational research as a form of democratic rationality, Journal of Philosophy of Education 40(2): 169–185CrossRefGoogle Scholar

Emler, N. 2001. Self-Esteem: The Costs and Causes of Low Self-Worth. York: Joseph Rowntree FoundationGoogle Scholar

Evidence-Based Education (E-BE) Network, see

Flew, A. 1971. An Introduction to Western Philosophy. London: Thames & HudsonGoogle Scholar

Furedi, F. 2004. Therapy Culture. London: RoutledgeGoogle Scholar

Gadamer, H.-G. 1979. Truth and Method. London: Sheed and WardGoogle Scholar

Gaukroger, S. 2001. Francis Bacon and the Transformation of Early-Modern Philosophy. Cambridge University PressCrossRefGoogle Scholar

Gibson, J. and Huemer, W. (eds.) 2004. The Literary Wittgenstein. London: RoutledgeGoogle Scholar

Gjertsen, D. 1992. Science and Philosophy: Past and Present. London: PenguinGoogle Scholar

Glass, G., Cahen, L., Smith, M. L. and Filby, N. 1982. School Class Size. Beverley Hills, CA: SageGoogle Scholar

Goldacre, B. 2011. How can you tell if a policy is working? Run a trial, The Guardian, 14 May, Google Scholar

Goldstein, H. and Blatchford, P. 1998. Class size and educational achievement: a review of methodology with particular reference to study design, British Educational Research Journal 24: 255–268CrossRefGoogle Scholar

Goldthorpe, J. 2009. Analysing social inequality: a critique of two recent contributions from economics and epidemiology, European Sociological Review 26(6): 731–744CrossRefGoogle Scholar

Gordon, T. 1975. Parent Effectiveness Training: The Tested New Way to Raise Responsible Children. New York: WydenGoogle Scholar

Halpin, D. 2006. Why a Romantic conception of education matters, Oxford Review of Education 32(3): 325–345CrossRefGoogle Scholar

Hammersley, M. 2002. Educational Research, Policy Making and Practice. London: Paul ChapmanCrossRefGoogle Scholar

Hempel, C. 1965. Aspects of Scientific Explanation. New York: Free PressGoogle Scholar

Holland, R. F. 1980. Against Empiricism: On Education, Epistemology and Value. Oxford: BlackwellGoogle Scholar

Holmwood, J. (ed.). 2011. A Manifesto for the Public University. London: Bloomsbury AcademicGoogle Scholar

Howe, K. R. 2005a. The education science question: a symposium, Educational Theory 55: 235–243Google Scholar

Howe, K. R. 2005b. The question of education science: experimentism versus experimentalism, Educational Theory 55: 307–321Google Scholar

Hume, D. 1969. A Treatise of Human Nature. London: PenguinGoogle Scholar

Hume, D. 2008. An Enquiry Concerning Human Understanding. Oxford University PressGoogle Scholar

Huxley, A. 2007. Brave New World. London: Random HouseGoogle Scholar

Inglis, F. 2012. Failing the Turing test, Times Higher Education, 21 June, Google Scholar

Jonathan, R. 1997. Illusory Freedoms: Liberalism, Education and the Market. Oxford: BlackwellGoogle Scholar

Kayzer, W. 1993. Een schitterend ongeluk: Wim Kayzer ontmoet Oliver Sacks, Stephen Jay Gould, Stephen Toulmin, Daniel C. Dennett, Rupert Sheldrake en Freeman Dyson [A magnificent accident: Will Kayzer meets …] Amsterdam: ContactGoogle Scholar

Kelly, P. 2001. Youth at risk: processes of individualisation and responsibilisation in the risk society, Discourse: Studies in the Cultural Politics of Education 22(1): 23–33Google Scholar

Kolakowski, L. 1989. The Presence of Myth. University of Chicago PressGoogle Scholar

Lamiell, J. T. 2010. Why was there no place for personalistic thinking in 20th-century psychology?New Ideas in Psychology 28: 135–142CrossRefGoogle Scholar

Latour, B. 1993. We Have Never Been Modern. London: Harvester WheatsheafGoogle Scholar

Law, J. 2004. After Method: Mess in Social Science Research. London: RoutledgeGoogle Scholar

Lawrence, D. H. 1995. The Rainbow. London: PenguinGoogle Scholar

Layard, R. 2003. Happiness: has social science a clue? Lionel Robbins Memorial Lecture.

Layard, R. 2005. Happiness: Lessons from a New Science. London: PenguinGoogle Scholar

Layard, R. 2006. The case for psychological treatment centres,

Lear, J. 1998. Open Minded: Working Out the Logic of the Soul. Harvard University PressGoogle Scholar

Lear, J. 2003. Therapeutic Action. New York: Other PressGoogle Scholar

Leavis, F. R. 1961. A note on the critical function, Literary Criterion 5(1): 1–9Google Scholar

Lerner, B. D. 2002. Rules, Magic, and Instrumental Reason: A Critical Interpretation of Peter Winch’s Philosophy of the Social Sciences. London: RoutledgeGoogle Scholar

Lovejoy, A. O. 1941. The meaning of Romanticism for the historian of ideas, Journal of the History of Ideas 2: 251–278CrossRefGoogle Scholar

Lubeck, S. 1995. Mothers at risk, in Swadener, B. B. and Lubeck, S. (eds.) Children and Families ‘at Promise’. State University of New York Press, 50–75Google Scholar

Lucas, F. L. 1948. The Decline and Fall of the Romantic Ideal. Cambridge University PressGoogle Scholar

Lyotard, J.-F. 1988a. L’inhumain: causeries sur le temps. Paris: GaliléeGoogle Scholar

Lyotard, J.-F. 1988b. The Differend: Phrases in Dispute (trans. Van Den Abbeele, G.). Minneapolis: University of Minnesota PressGoogle Scholar

MacIntyre, A. 1981. After Virtue. London: DuckworthGoogle Scholar

Mackenzie, J. 2002. Stalky and Co.: the adversarial curriculum, Journal of Philosophy of Education 36(4): 609–620CrossRefGoogle Scholar

Maskell, D. 1999. Education, education, education: or, what has Jane Austen to teach Tony Blunkett?Journal of Philosophy of Education 33(2): 157–174CrossRefGoogle Scholar

Matthews, S. 2004. The responsibilities of dissent: F. R. Leavis after ‘Scrutiny’, Literature and History 13(2): 49–66Google Scholar

Melé, D., Debeljuh, P. and Arruda, M. 2006. Corporate ethical policies in large corporations in Argentina, Brazil and Spain, Journal of Business Ethics 63(1): 21–38CrossRefGoogle Scholar

Meston, C. M. and Buss, D. M. 2007. Why humans have sex, Archive of Sexual Behaviour 36: 477–507CrossRefGoogle ScholarPubMed

Midgley, M. 1991. Can We Make Moral Judgments?New York: St. Martin’s PressGoogle Scholar

Midgley, M. 2004. The Myths We Live By. London: RoutledgeGoogle Scholar

Mill, J. S. 1873. Autobiography.

Mill, J. S. 2001. Utilitarianism (ed. Sher, G. ). Indianapolis: Hackett PublishingGoogle Scholar

Moore, G. E. 1955. Wittgenstein’s lectures on ethics, Mind 64: 1–27CrossRefGoogle Scholar

Mortimore, P. and Blatchford, P. 1993. The issue of class size, National Commission on Education NCE Briefing No. 12, March

Moss, P. A. 2005. Understanding the other/understanding ourselves: toward a constructive dialogue about ‘principles’ in educational research, Educational Theory 55: 263–283Google Scholar

Mosteller, F., Light, R. J. and Sachs, J. A. 1996. Sustained inquiry in education: lessons from skill grouping and class size, Harvard Educational Review 66: 797–842CrossRefGoogle Scholar

National Research Council. 2002. Scientific Research in Education, Shavelson, R. J. and Towne, L. (eds.) Washington, DC: National Academies PressGoogle Scholar

Nietzsche, F. W. 2003. The Twilight of the Idols (trans. Hollingdale, R. J.). Harmondsworth: PenguinGoogle Scholar

Nozick, R. 1974. Anarchy, State and Utopia. Oxford: BlackwellGoogle Scholar

Nussbaum, M. 1990. Love’s Knowledge: Essays on Philosophy and Literature. Oxford University PressGoogle Scholar

Nussbaum, M. 1997. Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University PressGoogle Scholar

Oancea, A. and Pring, R. 2008. The importance of being thorough: on systematic accumulations of ‘what works’ in education research, Journal of Philosophy of Education, 42(1), 15–39CrossRefGoogle Scholar

Office for Standards in Education (Ofsted). 1995. Class Size and the Quality of Education. London: OfstedGoogle Scholar

Peer, L. H. and Hoeveler, D. L. 1998. Comparative Romanticisms: Power, Gender, Subjectivity. Columbia, SC: Camden HouseGoogle Scholar

Pels, D. 2003. Unhastening Science: Autonomy and Reflexivity in the Social Theory of Knowledge. Liverpool University PressCrossRefGoogle Scholar

Peters, R. S. 1966. Ethics and Education. London: George Allen & UnwinGoogle Scholar

Picart, C. 1997. Nietzsche as masked romantic, The Journal of Aesthetics and Art Criticism 55(3): 273–291Google Scholar

Polkinghorne, D. 1995. Narrative configuration in qualitative analysis, International Journal of Qualitative Studies in Education 8(1): 5–23CrossRefGoogle Scholar

Pring, R. 2000. Philosophy of Educational Research. London: ContinuumGoogle Scholar

Ricoeur, P. 1991. Life in quest of narrative, in Wood, D. (ed.) On Paul Ricoeur: Narrative and Interpretation. London: Routledge, 20–33Google Scholar

Robbins, J. 1999. Altered Reading: Levinas and Literature. University of Chicago Press,Google Scholar

Robertson, J. 1905. The Philosophical Works of Francis Bacon. London: RoutledgeGoogle Scholar

Robinson, G. E and Wittebols, J. H. 1986. Class Size Research: A Related Cluster Analysis for Decision Making. Arlington, VA: Educational Research ServiceGoogle Scholar

Rogers, C. 1969. Freedom to Learn: A View of What Education Might Become. Columbus, OH: MerrillGoogle Scholar

Rorty, R. 1980. Philosophy and the Mirror of Nature. Princeton University PressGoogle Scholar

Rorty, R. 1989. Contingency, Irony, and Solidarity. Cambridge University PressCrossRefGoogle Scholar

Rowbottom, D. and Aiston, S. 2006. The myth of ‘scientific method’ in contemporary educational research, Journal of Philosophy of Education 40(2): 137–156CrossRefGoogle Scholar

Rubenfeld, J. 2007. The Interpretation of Murder. London: Headline ReviewGoogle Scholar

Ruitenberg, C. (ed.) 2009. What do philosophers of education do? And how do they do it?Journal of Philosophy of Education 43(3)Google Scholar

Runciman, D. 2009. How messy it all is, London Review of Books 22: 3–6Google Scholar

Salmon, W. C. 1998. Causality and Explanation. Oxford University PressCrossRefGoogle Scholar

Sandel, M. 2012. What Money Can’t Buy: The Moral Limits of Markets. London: PenguinGoogle Scholar

Santner, E. 2001. On the Psychotheology of Everyday Life. University of Chicago PressCrossRefGoogle Scholar

Saunders, P. 2010. Beware False Prophets: Equality, the Good Society and The Spirit Level. London: Policy ExchangeGoogle Scholar

Sayer, A. 1994. Method in Social Science. London: RoutledgeGoogle Scholar

Schulte, J. 1993. Experience and Expression: Wittgenstein’s Philosophy of Psychology. Oxford: Clarendon PressGoogle Scholar

Schwandt, T. 2005. A diagnostic reading of scientifically based research for education, Educational Theory 55: 285–305Google Scholar

Seldon, A. and Furedi, F. 2008. Can we teach people to be happy?The Guardian, 19 February, Google Scholar

Sennett, R. 2008. The Craftsman. London: Allen LaneGoogle Scholar

Seymour, J. 2005. Parental rights and the protection of children: a presumption against state intervention, Australian Journal of Professional and Applied Ethics 7(2): 16–30Google Scholar

Siegel, H. 1999. What good are thinking dispositions?Educational Theory 49: 201–221CrossRefGoogle Scholar

Slavin, R. 1990. Class size and student achievement: is smaller better?Contemporary Education 62(1): 6–12Google Scholar

Smeyers, P. 2009. Revisiting Achilles’ sadness that no method can be found. Educational research: to whom should we talk, for what purpose and in what way? In Smeyers, P. and Depaepe, M. (eds.) Educational Research: Proofs, Arguments and Other Reasonings. Dordrecht: SpringerGoogle Scholar

Smeyers, P. and Depaepe, M. (eds.) 2003. Beyond Empiricism: On Criteria for Educational Research. Leuven University PressGoogle Scholar

Smeyers, P. and Depaepe, M. (eds.) 2006. Educational Research: Why ‘What Works’ Doesn’t Work. Dordrecht: SpringerGoogle Scholar

Smeyers, P. and Depaepe, M. (eds.) 2007. Educational Research: Networks and Technologies. Dordrecht: SpringerCrossRefGoogle Scholar

Smeyers, P. and Depaepe, M. (eds.) 2008. Educational Research: The Educationalisation of Social Problems. Dordrecht: SpringerCrossRefGoogle Scholar

Smeyers, P. and Marshall, J. (eds.) 1995. Philosophy and Education: Accepting Wittgenstein’s Challenge. Dordrecht: KluwerCrossRefGoogle Scholar

Smeyers, P., Smith, R. and Standish, P. 2006. The Therapy of Education. London: Palgrave Macmillan,Google Scholar

Smith, Richard. 1997. Judgement day, in Smith, R. and Standish, P. (eds.) Teaching Right and Wrong: Moral Education in the Balance. Stoke-on-Trent: Trentham BooksGoogle Scholar

Smith, R. 2002. Self-esteem: the kindly apocalypse, Journal of Philosophy of Education 36(1): 87–100CrossRefGoogle Scholar

Smith, R. 2003. Unfinished business: education without necessity, Teaching in Higher Education 8(4): 477–491CrossRefGoogle Scholar

Smith, R. 2006a. On diffidence: the moral psychology of self-belief, Journal of Philosophy of Education 40(1): 51–62CrossRefGoogle Scholar

Smith, R. 2006b. As if by machinery: the levelling of educational research, Journal of Philosophy of Education 40(2): 157–168CrossRefGoogle Scholar

Smith, R. 2008a. The long slide to happiness, Journal of Philosophy of Education, 42(3–4): 559–573CrossRefGoogle Scholar

Smith, R. 2008b. Proteus rising: re-imagining educational research, in Smith, R., Bridges, D. and Smeyers, P. (eds.) ‘Evidence-based Educational Policy’: What Evidence? What Basis? Whose Policy? Special Issue of Journal of Philosophy of Education, 42(1): 179–194

Smith, R. 2009. Between the lines: philosophy, text and conversation, Journal of Philosophy of Education 43(3): 437–449CrossRefGoogle Scholar

Smith, R. 2010. A bubble for the spirit level: metricophilia, rhetoric and philosophy, in Smeyers, P. and Depaepe, M. (eds.) Educational Research: The Ethics and Aesthetics of Statistics. Dordrecht: SpringerGoogle Scholar

Smith, Roger. 1997. The Norton History of the Human Sciences. New York: W. W. NortonGoogle Scholar

Smith, S. 2011. Afterword: a positive future for higher education in England, in Holmwood, J. (ed.) A Manifesto for the Public University. London: Bloomsbury AcademicGoogle Scholar

Snowdon, C. 2010. The Spirit Level Delusion: Fact-Checking the Left’s New Theory of Everything. London: Democracy Institute/Little DiceGoogle Scholar

Standing Committee for the Social Sciences. 2009. Vital Questions: The Contribution of European Social Science, Position Paper prepared the under the aegis of the European Science Foundation

Stasi, B. 2003. Commission de réflexion sur l’application du principe de laïcité dans la république. Rapport au président de la république.

Stiglitz Commission. 2009. Commission on the Measurement of Economic Performance and Social Progress.

Stroll, A. 1994. Moore and Wittgenstein on Certainty. Oxford University PressGoogle Scholar

Suissa, J. 2006. Untangling the mother knot: some thoughts on parents, children and philosophers of education, Ethics and Education 1(1): 65–77CrossRefGoogle Scholar

Swadener, B. B. and Lubeck, S. 1995. The social construction of children and families ‘at risk’: an introduction, in Children and Families ‘at Promise’. State University of New York Press, 1–14Google Scholar

Taylor, C. 1985a. Philosophical Papers, Vol. 1: Human Agency and Language. Cambridge University PressCrossRefGoogle Scholar

Taylor, C. 1985b. Philosophical Papers, Vol. 2: Philosophy and the Human Sciences. Cambridge University PressCrossRefGoogle Scholar

Taylor, C. 1991. The Ethics of Authenticity. Harvard University PressGoogle Scholar

Thomson, D. M. 2005. Beyond the rhetoric of best interests of the child, Australian Journal of Professional and Applied Ethics 7(2): 58–65Google Scholar

Tilghman, B. R. 1991. Wittgenstein, Ethics and Aesthetics. London: MacmillanCrossRefGoogle Scholar

Todd, S. 2003. Learning from the Other: Levinas, psychoanalysis and ethical possibilities in education. State University of New York PressGoogle Scholar

Tomlinson, T. 1990. Class size and public policy: the plot thickens, Contemporary Education 62(1): 17–23Google Scholar

UNICEF. 2007. Child Poverty in Perspective: An Overview of Child Well-being in Rich Countries, Innocenti Report Card 7. Florence: UNICEF Innocenti Research Centre

Van Petegem, S., Beyers, W., Vansteenkiste, M. and Soenens, B. 2012. On the association between adolescent autonomy and psychosocial functioning: examining decisional independence from a self-determination theory perspective, Developmental Psychology 48: 76–88CrossRefGoogle ScholarPubMed

von Wright, G. H. 1971. Explanation and Understanding. London: Routledge & Kegan PaulGoogle Scholar

Weil, S. 1951. Reflections on the right use of school studies with a view to the love of God, in Waiting on God (trans. Crauford, E.). New York: G. P. Putnam’s SonsGoogle Scholar

Westman, J. C. 1996. Reducing Governmental Intervention in Families by Licensing Parents. Paper presented at the 73rd annual meeting of the American Orthopsychiatric Association, Boston, Massachusetts

Whitty, G. 2006. Educational research and education policy making: is conflict inevitable?British Educational Research Journal 32(2): 159–176CrossRefGoogle Scholar

Wilkinson, R. and Pickett, K. 2009. The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Allen LaneGoogle Scholar

Williams, M. 2001. Problems of Knowledge: A Critical Introduction to Epistemology. Oxford University PressGoogle Scholar

Winch, P. 1958. The Idea of a Social Science and Its Relation to Philosophy. London: RoutledgeGoogle Scholar

Winterson, J. 2012. Why Be Happy When You Could Be Normal?London: Random HouseGoogle Scholar

Wittgenstein, L. 1922. Tractatus Logico-philosophicus (trans. Pears, D. and McGuinness, B. F.). London: RoutledgeGoogle Scholar

Wittgenstein, L. 1953. Philosophical Investigations/Philosophische Untersuchungen (trans. Anscombe, G. E. M.). Oxford: BlackwellGoogle Scholar

Wittgenstein, L. 1965. A lecture on ethics, Philosophical Review 74: 3–12CrossRefGoogle Scholar

Wittgenstein, L. 1969a. On Certainty/Über Gewissheit (eds. Anscombe, G. E. M. and von Wright, G. H., trans. Paul, D. and Anscombe, G. E. M.). Oxford: BlackwellGoogle Scholar

Wittgenstein, L. 1969b. The Blue and Brown Books. Oxford: Basil BlackwellGoogle Scholar

Wittgenstein, L. 1979. Remarks on Frazer’s Golden Bough, in Luckhardt, C. (ed.) Wittgenstein: Sources and Perspectives. Hassocks, Sussex: Harvester, 61–81Google Scholar

Wittgenstein, L. 1980. Culture and Value/Vermischte Bemerkungen (ed. von Wright, G. H., trans. Winch, P.). Oxford: Basil BlackwellGoogle Scholar

Yelle, R. A. 2000. The rebirth of myth? Nietzsche’s eternal recurrence and its romantic antecedents, Numen 47(2): 175–202CrossRefGoogle Scholar