Search results for 'Education, Greek Philosophy' (try it on Scholar)

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  1.  11
    E. K. Borthwick (1968). Greek Musical Ethos Warren D. Anderson: Ethos and Education in Greek Music: The Evidence of Poetry and Philosophy. Pp. 306. Cambridge, Mass.: Harvard University Press (London: Oxford University Press), 1966. Cloth, 44s. Net. [REVIEW] The Classical Review 18 (02):200-203.
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  2.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods (...)
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  3.  24
    Samuel Scolnicov (1988). Plato's Metaphysics of Education. Routledge.
    CHAPTER Introduction One cannot hope to discuss Plato's philosophy of education without discussing also Socrates'. A neat separation between master and ...
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  4. Christopher Byrne (2005). Livio Rossetti, Ed., Greek Philosophy in the New Millenium Reviewed By. Philosophy in Review 25 (4):296-298.
    Review of Greek Philosophy in the New Millenium, edited by Livio Rossetti.
     
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  5.  82
    Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational (...) were analyzed to find out what kind of research is being published in the field of philosophy of education. Over 143 different concepts were identified and analyzed from 1,572 articles. The data suggests that philosophy and education, while primarily concerned with theory, teaching, and learning, tackles a diversity of subjects in a slightly narrowing band of thematic topics. (shrink)
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  6. Gerard Watson (1994). Greek Philosophy and the Christian Notion of God. Columba Press.
    Greek philosophy had formed the minds of the educated classes of the Roman Empire for centuries before the early Christians set out to spread their message there. If they wished to gain a hearing, therefore, the language of Greek philosophy was the language they had to speak. This venture was to have a long history and an enduring effect both upon Christianity itself and on the world that it was seeking to convince and convert.
     
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  7.  26
    C. J. de Vogel (1950). Greek Philosophy. Leiden, E.J. Brill.
    This fact surely must exhort us to a certain prudence as to the application of his criterion. De Vogel, Greek Philosophy II a ...
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  8.  10
    Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (2014). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  9.  18
    Sotirios A. Sakkopoulos & Evagelos G. Vitoratos (1996). Empirical Foundations of Atomism in Ancient Greek Philosophy. Science and Education 5 (3):293-303.
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  10. Robin Barrow (1976). Plato and Education. Routledge & K. Paul.
  11.  89
    Robin Barrow (1975). Plato, Utilitarianism and Education. Routledge and Kegan Paul.
    Introduction I i Plato's critics The view that I shall put forward is that utilitarianism is the only acceptable ethical theory and that this was recognised ...
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  12.  30
    Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.
    Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries, I think, (...)
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  13.  39
    Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.
    The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.
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  14. Bruno Snell (1960). The Discovery of the Mind: In Greek Philosophy and Literature. Dover.
    German classicist's monumental study of the origins of European thought in Greek literature and philosophy. Brilliant, widely influential. Includes "Homer's View of Man," "The Olympian Gods," "The Rise of the Individual in the Early Greek Lyric," "Pindar's Hymn to Zeus," "Myth and Reality in Greek Tragedy," and "Aristophanes and Aesthetic Criticism.".
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  15.  28
    Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, directs attention (...)
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  16.  12
    Walter Feinberg (2015). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education 34 (2):149-157.
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do two (...)
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  17.  26
    F. Ronald Blasius (1997). Alfred North Whitehead's Informal Philosophy of Education. Studies in Philosophy and Education 16 (3):303-315.
    The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular subject matter. (...)
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  18.  26
    R. Michael Matthews (1997). Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education. Studies in Philosophy and Education 16 (1/2):159-173.
    Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper will (...)
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  19.  6
    Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the (...)
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  20.  31
    Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ notion for (...)
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  21. Andrew Stables (2010). Response to Gert Biesta’s Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education 29 (6):587-589.
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  22.  5
    Gert Biesta (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (1):1-3.
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  23.  17
    Gert Biesta (2011). An Adventure in Publishing Revisited: Fifty Years of Studies in Philosophy and Education. Studies in Philosophy and Education 30 (5):429-432.
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  24.  6
    Ilan Gur-Ze’ev (2008). Diasporic Philosophy, Counter-Education and Improvisation: A Reply. Studies in Philosophy and Education 27 (5):381-386.
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  25. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  26.  2
    Ann Chinnery (2010). Editorial: Reviews and Rejoinders in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (5):417-419.
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  27.  3
    Gert J. J. Biesta (2010). Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. [REVIEW] Studies in Philosophy and Education 29 (6):579-585.
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  28.  4
    Leonard J. Waks (2010). Response to Fred Ellett’s Review of Leaders in Philosophy of Education: Intellectual Self Portraits. Studies in Philosophy and Education 29 (3):321-323.
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  29.  45
    Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of (...)
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  30.  22
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across the (...)
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  31.  7
    Connie Titone (2009). Virtue, Reason, and the False Public Voice: Catharine Macaulay's Philosophy of Moral Education. Educational Philosophy and Theory 41 (1):91-108.
    Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to ‘bring the human mind to such a height of perfection as shall induce the practice of the best morals’, is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous person are (...)
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  32.  8
    Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of history. (...)
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  33.  34
    Duck-joo Kwak (2011). Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education. Educational Philosophy and Theory 44 (5):535-545.
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the (...)
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  34.  20
    Helen E. Lees (2012). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  35.  4
    Roberto de Andrade Martins, Cibelle Celestino Silva & Maria Elice Brzezinski Prestes (2014). History and Philosophy of Science in Science Education, in Brazil. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2271-2299.
    This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in the decade of 1970. (...)
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  36.  7
    Daniel Tröhler (2000). The Global Community, Religion, and Education: The Modernity of Dewey's Social Philosophy. [REVIEW] Studies in Philosophy and Education 19 (1):159-186.
    As a starting point this paper takes Dewey's nowadays oftenstressed modernity and examines his social philosophy againstthe background of the current debates on republicanism andcommunitarianism. Particularly, the anaysis of Dewey's The Public and its Problem (1927) concludesthat the attention being paid to Dewey is problematic asspecific religious assumptions – explicitly developedin A Common Faith (1934) – lie in the backgroundof his social philosophy, and are hardly being recognized.However, as it shall be shown, without considering thereligious basis, neither Dewey's (...)
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  37.  13
    William Hare (1997). Reason in Teaching: Scheffler's Philosophy of Education €œA Maximum of Vision and a Minimum of Mystery”. Studies in Philosophy and Education 16 (1/2):89-101.
    This discussion cocnentrates on the distinctive conception of teaching which Scheffler develops, one in which teachers recognize and obligation both to offer reasons for their beliefs and to accept questions and objections raised by their students; and it shows how this conception is rooted in ethical and epistemological considerations. It emerges that Scheffler has anticipated, and answered, various arguments currently being raised against an approach to teaching which values critical reflection by students, and that he has also succeeded in avoiding (...)
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  38.  67
    Desh Raj Sirswal (2015). Positive Philosophy, Innovative Method and Present Education System. Intellection : A Bi-Annual Interdisciplinary Research Journal, (II):1-13.
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable (...)
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  39. Nel Noddings (1995). Philosophy of Education. Westview Press.
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and (...)
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  40.  9
    Daniel H. Cohen (1995). TArgument is War...And War is Hell: Philosophy, Education, and Metaphors for Argumentation. Informal Logic 17 (2).
    The claim that argumentation has no proper role in either philosophy or education, and especially not in philosophical education, flies in the face of both conventional wisdom and traditional pedagogy. There is, however, something to be said for it because it is really only provocative against a certain philosophical backdrop. Our understanding of the concept "argument" is both reflected by and molded by the specific metaphor that argument-is-war, something with winners and losers, offensive and defensive moments, and an essentially (...)
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  41.  30
    Robin Barrow (2006). An Introduction to Philosophy of Education. Routledge.
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a (...)
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  42.  86
    Ihor Karivets (2014). Philosophy and Philosophical Education. Philosophical Thought 6.
    In this essay the author underlines the difference between philosophy and philosophical education. Recent debates on the problems of philosophical education have shown that they had not answered the main question: what is philosophy? The author stresses that philosophy is the understanding of unconditioned beginning; it is not the searching of such a beginning, but only the understanding. We see that philosophy is substituted for philosophical education. Such substitution is the death of philosophy, because (...) became very specialized science, divided into many philosophical disciplines. Specialization and division of philosophy make it unuseful, second rated science, because it has lost its own subject: an unconditioned beginning. How can we revive philosophy? The author is sure that revival of philosophy is possible outside the institutions that give philosophical education, through reading the works of philosophers, who created ontologies, and translating them into Ukrainian, through opening the ideas which will orient us on the being and will help us to think about it. (shrink)
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  43.  6
    A. H. Armstrong (1960). Christian Faith and Greek Philosophy. New York, Sheed and Ward.
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  44.  40
    Nigel Blake (ed.) (2003). The Blackwell Guide to the Philosophy of Education. Blackwell Pub..
    "The Blackwell Guide to Philosophy of Education" is state-of-the-art map to the field as well as a valuable reference book.
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  45.  17
    John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  46. Israel Scheffler (1985). Of Human Potential: An Essay in the Philosophy of Education. Routledge & Kegan Paul.
    The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it (...)
     
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  47.  17
    Kai Horsthemke & Penny Enslin (2009). African Philosophy of Education: The Price of Unchallengeability. Studies in Philosophy and Education 28 (3):209-222.
  48. Christopher Gill (1996). Personality in Greek Epic, Tragedy, and Philosophy: The Self in Dialogue. Clarendon Press.
    This is a major study of conceptions of selfhood and personality in Homer and Greek Tragedy and Philosophy. The focus is on the norms of personality in Greek psychology and ethics. Gill argues that the key to understanding Greek thought of this type is to counteract the subjective and individualistic aspects of our own thinking about the person. He defines an "objective-participant" conception of personality, symbolized by the idea of the person as an interlocutor in a (...)
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  49. T. W. Moore (1982). Philosophy of Education: An Introduction. Routledge & K. Paul.
    Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...
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  50.  8
    Inna Semetsky (2007). Introduction: Semiotics, Education, Philosophy. Studies in Philosophy and Education 26 (3):179-183.
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