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1

Singh, Charu Sheel. Literary theory: Possibilities and limits. Delhi: B.R. Pub. Corp., 1991.

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2

Kurfiss, Joanne Gainen. Critical thinking: Theory, research, practice, and possibilities. Washington, D.C: Association for the Study of Higher Education, 1988.

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Kurfiss, Joanne Gainen. Critical thinking: Theory, research, practice, and possibilities. Washington, D.C: Graduate School of Education and Human Development, George Washington University, 1997.

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4

Rosłanowski, Andrzej. Norms on possibilities I: Forcing with trees and creatures. Providence, R.I: American Mathematical Society, 1999.

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5

Afrikainstitutet, Nordiska, ed. African feminist politics of knowledge: Tensions, challenges, possibilities. Uppsala: Nordiska Afrikainstitutet, 2009.

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6

The meaning of gender in theology: Problems and possibilities. Uppsala: Academiae Upsaliensis, 1995.

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7

J, Baehler Karen, ed. Rural development in the United States: Connecting theory, practice, and possibilities. Washington, D.C: Island Press, 1995.

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8

Matrix and line: Derrida and the possibilities of postmodern social theory. Albany, N.Y: State University of New York Press, 1992.

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9

Refiguring critical theory: Jürgen Habermas and the possibilities of political change. Lanham, MD: University Press of America, 2002.

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10

Mayo, Peter. Synthesising Gramsci and Freire: Possibilities for a theory of transformative adult education. [s.l: s.n.], 1994.

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11

Young, Mark, ed. On the Possibilities of Multi-Media Readings. Rockhampton, Australia: Otoliths, 2010.

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12

1977-, Penn Elizabeth Maggie, ed. Social choice and legitimacy: The possibilities of impossibility. Cambridge: Cambridge University Press, 2014.

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13

Ceruti, Mauro. Constraints and possibilities: The evolution of knowledge and knowledge of evolution. Lausanne, Switzerland: Gordon and Breach, 1994.

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14

Mario, Rinvolucri, ed. Dictation--new methods, new possibilities. Cambridge: Cambridge University Press, 1988.

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15

J. Hillis Miller and the possibilities of reading: Literature after deconstruction. New York: Continuum, 2010.

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16

J. Hillis Miller and the possibilities of reading: Literature after deconstruction. New York: Continuum, 2012.

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17

The future of the global church: History, trends and possibilities. Colorado Springs, CO: Biblica, 2011.

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18

1971-, Morrell Ernest, ed. The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York: Peter Lang, 2008.

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19

Policing and gendered justice: Examining the possibilities. Toronto: University of Toronto Press, 2009.

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20

Critical theory and political possibilities: Conceptions of emancipatory politics in the works of Horkheimer, Adorno, Marcuse, and Habermas. Westport, Conn: Greenwood Press, 1995.

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21

Vermaas, Pieter E. A philosopher's understanding of quantum mechanics: Possibilities and impossibilities of a modal interpretation. New York: Cambridge University Press, 1999.

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22

Oxford, Alec. The better possibilities: A theory, practice model, and policy implications for youth service work with the unemployed. Leicester: Youth Clubs UK, 1991.

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23

Betsy, Chasse, and Vicente Mark 1965-, eds. What the bleep do we know!?: Discovering the endless possibilities for altering your everyday reality. Deerfield Beach, Fla: Health Communications, 2005.

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24

Harry, Beilin, and Pufall Peter B, eds. Piaget's theory: Prospects and possibilities. Hillsdale, N.J: L. Erlbaum Associates, 1992.

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Harry, Beilin, Pufall Peter B, and Jean Piaget Society Symposium, eds. Piaget's theory: Prospects and possibilities. Hillsdale, N.J: L. Erlbaum, 1992.

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26

Religion in International Relations Theory: Interactions and Possibilities. Taylor & Francis Group, 2013.

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27

Fox, Jonathan, and Nukhet Sandal. Religion in International Relations Theory: Interactions and Possibilities. Taylor & Francis Group, 2015.

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28

Piaget's Theory: Prospects and Possibilities (Jean Piaget Symposium Series). Lawrence Erlbaum, 1992.

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29

(Editor), Jorgen Bruhn, and Jan Lundquist (Editor), eds. The Novelness of Bakhtin: Perspectives and Possibilities. Museum Tusculanum, 2001.

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30

1939-, Zak Frances, and Weaver Christopher C. 1962-, eds. The theory and practice of grading writing: Problems and possibilities. Albany: State University of New York Press, 1998.

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31

(Editor), Frances Zak, and Christopher C. Weaver (Editor), eds. The Theory and Practice of Grading Writing: Problems and Possibilities. State University of New York Press, 1998.

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32

Environmental problem solving: Theory, practice and possibilities in environmental education. Troy, OH: North American Association for Environmental Education, 1994.

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33

The Theory and Practice of Grading Writing: Problems and Possibilities. State University of New York Press, 1998.

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34

(Editor), Lisa V. Bradwell, Martha C. Monroe (Editor), and Margaret T. Tudor (Editor), eds. Environmental Problem Solving: Theory, Practice and Possibilities in Environmental Education. North American Association for Environmental, 1997.

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35

Sabel, Charles F., and Michael J. Piore. Second Industrial Divide: Possibilities for Prosperity. Basic Books, 1990.

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36

F, Sabel Charles, ed. Second Industrial Divide: Possibilities for Prosperity. Basic Bks., 1986.

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37

Hanks, J. Craig. Refiguring Critical Theory: Jürgen Habermas and the Possibilities of Political Change. University Press of America, 2003.

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38

Fishkin, James S. Reimagining Democratic Possibilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198820291.003.0004.

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Consider four main arguments against applications of deliberative democracy—domination by the more advantaged, polarization, lack of citizen competence, and the gap between mini-publics and the broader society. We consider why these problems seem intractable according to the political theory literature. Drawing on the case studies in Part III, we show that these challenges can be overcome. Thought experiments for deliberation are considered, drawing on work from John Rawls and Jürgen Habermas. The argument for applied deliberative democracy, as in Deliberative Polling, is developed. “Deliberative systems,” where deliberation enters a democratic decision process at one point or another, are discussed. Topics include reform of the US presidential selection process, commissions within specific issue domains such as the Texas utility experience, the Japanese use of Deliberative Polling, and the use of Deliberation Day. The issue of constitutional change is also discussed, drawing on the recent Deliberative Poll in Mongolia.
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39

Delanty, Gerard. Critical Theory and Social Transformation: Crises of the Present and Future Possibilities. Taylor & Francis Group, 2020.

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40

Mayo, Peter. Synthesizing Gramsci and Freire: possibilities for a theory of transformative adult education. 1994.

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41

Critical Theory and Social Transformation: Crises of the Present and Future Possibilities. Taylor & Francis Group, 2020.

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42

Delanty, Gerard. Critical Theory and Social Transformation: Crises of the Present and Future Possibilities. Taylor & Francis Group, 2020.

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43

Delanty, Gerard. Critical Theory and Social Transformation: Crises of the Present and Future Possibilities. Taylor & Francis Group, 2020.

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44

Mayo, Peter. Synthesising Gramsci and Freire: Possibilities for a theory of transformative adult education. 1994.

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45

Dean, Jodi. Political Theory and Cultural Studies. Edited by John S. Dryzek, Bonnie Honig, and Anne Phillips. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199548439.003.0041.

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This article describes an interface between political theory and cultural studies, on that emerged with particular force and clarity in the work of American political theorists writing at the end of the twentieth century. It discusses the methodological contributions that resulted from this interface and analyses academic practices of political theory and cultural studies within national institutional histories. It suggests that the possibilities initially opened up by interfacial work need to be brought together into an integrated account of contemporary state power within the global capitalist economy.
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46

Krawatzek, Félix. Setting, Concepts, and Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826842.003.0001.

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Youth can play a central role for understanding political developments during crises. The introductory chapter suggests combining the discursive and the physical mobilization of youth to understand its relevance in moments of crisis. Conceptual clarification is provided on the book’s key terms: ‘crisis’ as a category of experience which conveys contingency and possibilities; ‘youth’ as a political and cultural symbol; and ‘generation’ as combining experiences and expectations. The comparative historical frame starts from the contemporary Russian case and gradually adds variation in a controlled manner. A subsequent section develops a theory of the entwined processes of the political mobilization of young people and changing discourses about youth in moments of crisis in distinct political settings. The discussion of the theoretical processes leads to the formulation of the three guiding hypotheses on the symbolic and physical mobilization of youth and the relationship between youth and society at large.
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47

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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48

Vermaas, Pieter E. A Philosopher's Understanding of Quantum Mechanics: Possibilities and Impossibilities of a Modal Interpretation. Cambridge University Press, 2005.

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49

Vermaas, Pieter E. A Philosopher's Understanding of Quantum Mechanics: Possibilities and Impossibilities of a Modal Interpretation. Cambridge University Press, 2000.

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50

Frank, Jill. The Political Theory of Classical Greece. Edited by John S. Dryzek, Bonnie Honig, and Anne Phillips. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199548439.003.0009.

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This article explores the conception of political theory in classical Greece. It discusses the works of classical political theorists Homer, Plato, and Aristotle and suggests that their works provide the best answers to the fundamental questions of politics. Modern and contemporary political theorists, like the Greeks, are also concerned with the possibilities, responsibilities, and the limitations of a political life. However, while modern theorists orient their analyses of the political to one particular axis of inquiry, the Greeks theorized politics by drawing all of these axes together.
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