David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 28 (1):17–24 (1994)
ABSTRACTThis paper is an interpretive exploration of the figure of the monstrous child as it appears in the experiences of student‐teachers entering the community of teaching. It also considers how interpretive work is itself haunted by this figure and how, therefore, teaching itself might be considered an interpretive activity
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