Search results for 'Jorge Paulo Cancela' (try it on Scholar)

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  1.  15
    Jorge Paulo Cancela & Kimon Hadjibiros (1977). Le Modele Matriciel Deterministe de Leslie Et Ses Applications En Dynamique Des Populations. Acta Biotheoretica 26 (4).
    The Leslie matrix model (Leslie, 1945) for discrete population growth has been modified and used several times in population dynamics. A review is given of the basic model (n t + 1 = An t) and of its principal modifications. The modifications relating to the influences of internal or external factors to the population are studied with greater detail. The same applies to models where the population is divided in stages rather than in age classes.In the same line, Hadjibiros (1975, (...)
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  2.  7
    Villas Boas, Paulo José Fortes, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo & Ione Corrêa (forthcoming). Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW] Journal of Evaluation in Clinical Practice.
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  3.  6
    Paulo José Fortes Villas Boas, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo, Ione Corrêa, Fernanda Bono Fukushima, Paulo do Nascimento, Norma Sueli Pinheiro Módolo, Marise Silva Teixeira, Edison Iglesias de Oliveira Vidal, Solange Ramires Daher & Regina El Dib (2013). Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW] Journal of Evaluation in Clinical Practice 19 (4):633-637.
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  4. Jorge Paulo da Fonseca Cancela & Kimon Hadjibiros (1977). Le modele matriciel deterministe de Leslie et ses applications en dynamique des populations. Acta Biotheoretica 26 (4):239-261.
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  5. Carla Jorge Machado (2006). Impact of Maternal Age on Birth Outcomes: A Population-Based Study of Primiparous Brazilian Women in the City of São Paulo. Journal of Biosocial Science 38 (4):523.
  6.  9
    Mirela Castro Santos Camargos, Carla Jorge Machado & Roberto Do Nascimento Rodrigues (2007). Disability Life Expectancy for the Elderly, City of São Paulo, Brazil, 2000: Gender and Educational Differences. Journal of Biosocial Science 39 (3):455-463.
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  7.  5
    Jorge Cesar Mota (1974). A estrutura formal da argumentação de São Paulo e as suas possíveis relações com a lógica estóica. Trans/Form/Ação 1:173-214.
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  8. Carla Jorge Machado (2006). Impact of Maternal Age on Birth Outcomes: A Population-Based Study of Primiparous Brazilian Women in the City of Sao Paulo. Journal of Biosocial Science 38 (4):523.
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  9.  9
    Mª Celeste Cancela (2000). Congreso Internacional La Filosofía Analitica en el Cambio de Milenio, Santiago de Compostela, 1-4 de diciembre de 1999. Theoria 15 (3):591-593.
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  10.  23
    Stanley Paulo (2003). Epistemology, Research Methodology and Rule 702 of the Federal Rules of Evidence Versus Eva®. Journal of Business Ethics 44 (4):327 - 341.
    This article questions the continued use and application of EVA® (economic value added) because it is epistemologically a non-sequitur, fails to satisfy the requirements of sound research methodology in terms of being a reliable and valid metric, and is unlikely to satisfy the requirements of Rule 702 of the Federal Rules of Evidence. In the light of these insufficiencies, the continued use of EVA® is ethically questionable, and moreover in time is likely to result in class actions.
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  11.  14
    Maria Manuel Araújo Jorge (2007). O Cientista e o Filósofo: Aspectos da Relação nos Finais do Século XX. Revista Portuguesa de Filosofia 63 (1/3):49 - 65.
    O presente artigo pretende dar conta de alguns dos aspectos mais salientes da questão relativa à pertinência da Filosofia (especialmente na qualidade de Filosofia da Ciência) para a prática científica dos cientistas. Nesse sentido, a autora recorre sobretudo a exemplos vigentes nos finais do século xx, dando especial relevância a manifestações de "impaciência" por parte de alguns investigadores em relação a algumas críticas epistemológicas e éticas dos filósofos, sobretudo no que se refere à famosa controvérsia da "guerra das ciências" e (...)
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  12.  12
    P. Mulki Jay, F. Jaramillo Jorge & B. Locander William (2008). Effect of Ethical Climate on Turnover Intention: Linking Attitudinal- and Stress Theory. Journal of Business Ethics 78 (4).
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  13.  1
    Maria Manuel Araújo Jorge (1998). O Brotar da Criação: dificuldades epistemológicas dum "olhar dinâmico pela ciência, a filosofia e a teologia". Revista Portuguesa de Filosofia 54 (1):35 - 50.
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  14.  3
    Maria Manuel Araujo Jorge (1998). A Física e os novos desafios filosóficos e culturais do nosso tempo. Revista Portuguesa de Filosofia 54 (3/4):535 - 553.
    Numa época em que as transformações económicas, políticas e sociais têm vindo a criar à física (e às ciências em geral) um novo contexto de investigação, procuro dar conta do modo como estes novos desafios, que se estendem ao domínio filosófico e cultural, estão a ser encarados pelos cientistas. Num momento em que a "ciência de investigação" ("académica", "normal") sofre uma retracção face à expansão duma ciência "pós-normal", "pós-académica", e em que, ao lado da clivagem entre as "duas" culturas (científica (...)
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  15. Steven C. Daiber & Yamilys Brito Jorge (eds.) (2010). Poder. Red Trillum Press.
     
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  16. Yamilys Brito Jorge (2010). Patria = Homeland. In Steven C. Daiber & Yamilys Brito Jorge (eds.), Poder. Red Trillum Press
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  17. Carmen Romano Rodríguez, Fernández Pérez & A. Jorge (eds.) (2011). Filosófia y Educación: Perspectivas y Propuestas. Facultad de Filosofía y Letras.
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  18. Charles W. Mills (2003). ``Heart'' Attack: A Critique of Jorge Garcia's Volitional Conception of Racism. [REVIEW] Journal of Ethics 7 (1):29-62.
    Since its original 1996 publication,Jorge Garcia''s ``The Heart of Racism'''' has beenwidely reprinted, a testimony to its importanceas a distinctive and original analysis ofracism. Garcia shifts the standard framework ofdiscussion from the socio-political to theethical, and analyzes racism as essentially avice. He represents his account asnon-revisionist (capturing everyday usage),non-doxastic (not relying on belief),volitional (requiring ill-will), and moralized(racism is always wrong). In this paper, Icritique Garcia''s analysis, arguing that hedoes in fact revise everyday usage, that hisaccount does tacitly rely on (...)
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  19. Alberto G. Urquidez (forthcoming). Jorge L. A. Garcia and the Ordinary Use of 'Racist Belief'. Social Theory and Practice.
    This paper argues that philosophical explanations of the ordinary use of 'racist' and 'racism' should not proceed on the presupposition that there is one privileged use of the target term (e.g., 'racist belief,' 'racist intention,' and so forth). Philosophers should instead 'look and see' how the target term is used across contexts of use. I develop this objection in respect to Jorge L. A. Garcia's highly influential account of racism as racial disregard. His volitional theory is rejected on the (...)
     
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  20.  24
    Charles Bingham (2002). On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom. Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...)
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  21.  5
    Maria Jesus Santos (2015). A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira. Cadernos Do Pet Filosofia 5 (10):1-11.
    RESUMO: Este ensaio investiga um conceito que tem origem entre os gregos - o diálogo – e se desloca para o campo educacional brasileiro. O trabalho pedagógico de Paulo Freire e o pensamento do hermeneuta Hans Georges Gadamer constituem nossa base teórica. Deseja-se demonstrar que a dialogicidade é um elemento relevante e emancipatório e interfere na formação dos sujeitos e na construção de saberes de forma significativa. Paulo Freire na obra Pedagogia do oprimido realiza uma análise fenomenológica do (...)
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  22.  14
    Renata P. de Freitas, Jorge P. Viana, Mario R. F. Benevides, Sheila R. M. Veloso & Paulo A. S. Veloso (2003). Squares in Fork Arrow Logic. Journal of Philosophical Logic 32 (4):343-355.
    In this paper we show that the class of fork squares has a complete orthodox axiomatization in fork arrow logic (FAL). This result may be seen as an orthodox counterpart of Venema's non-orthodox axiomatization for the class of squares in arrow logic. FAL is the modal logic of fork algebras (FAs) just as arrow logic is the modal logic of relation algebras (RAs). FAs extend RAs by a binary fork operator and are axiomatized by adding three equations to RAs equational (...)
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  23.  39
    Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally (...)
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  24.  13
    Juan Cofré Lagos & Carlos Isler Soto (2013). La axiología jurídica según Jorge Millas. Revista de filosofía (Chile) 69:51-65.
    In this paper, we try to expose the fundamental ideas at the basis of Jorge Millas’ axiology. First, we will expose synoptically the core of the legal philosophy that the Chilean thinker develops on his works on the subject, including his conception about philosophy in general , and about legal science in particular . Secondly, we will expose the epistemological suppositions of his legal philosophy , and his consequent conception of law’s essence , the legal rule and its foundation, (...)
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  25.  7
    Paulo Jorge Freitas da Silva E. Costa, Natália Fernandes & Maria Beatriz Oliveira Pereira (forthcoming). Crianças investigadoras? Cenários de participação ativa na educação básica // Children as researchers? Scenarios of children's participation in Middle School. Conjectura: Filosofia E Educação.
    Considerando as crianças como atores sociais (com voz e ação) competentes para a interpretação do contexto em que se inserem, apresenta-se no presente artigo uma reflexão sobre a sua importância, enquanto sujeitos e participantes na investigação partilhada. Através da participação das crianças como investigadoras em dois estudos de opinião, pretende-se discutir as respetivas possibilidades e limites, enquanto metodologia participativa na Educação Básica. A informação proveniente das crianças forneceu pistas de intervenção aplicadas à escola.
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  26.  4
    Carolina Bezerra de Souza (2014). REIMER, Ivoni Richter. Maria, Jesus e Paulo com as mulheres: textos, interpretações e história. [REVIEW] Horizonte 12 (34):631-633.
    Resenha: REIMER, Ivoni. Maria, Jesus e Paulo com as mulheres : textos, interpretações e história. São Leopoldo: CEBI; São Paulo: Paulus, 2013. 101p.
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  27.  4
    Renata P. De Freitas, Jorge P. Viana, Mario R. F. Benevides, Sheila R. M. Veloso & Paulo A. S. Veloso (2003). Squares in Fork Arrow Logic. Journal of Philosophical Logic 32 (4):343 - 355.
    In this paper we show that the class of fork squares has a complete orthodox axiomatization in fork arrow logic (FAL). This result may be seen as an orthodox counterpart of Venema's non-orthodox axiomatization for the class of squares in arrow logic. FAL is the modal logic of fork algebras (FAs) just as arrow logic is the modal logic of relation algebras (RAs). FAs extend RAs by a binary fork operator and are axiomatized by adding three equations to RAs equational (...)
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  28.  3
    Edgard Leite (2009). Qual era o judaísmo de Paulo? Horizonte 7 (13):85-97.
    O objetivo desse texto é levantar algumas questões sobre as raízes do judaísmo de Paulo, ou dos referenciais judaicos que sustentam a sua visão de mundo - no decorrer de suas jornadas após a visão da estrada de Damasco. Há elementos para afirmar que além do seu farisaísmo assumido, Paulo recolheu concepções teóricas de outros movimentos judaicos do período. Tendo lido ou conhecido elementos das principais tendências do pensamento apocalíptico. Utilizou esses conceitos no sentido de atuar não só (...)
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  29.  3
    Marcos Eduardo Melo dos Santos (2014). A Catedral Metropolitana de São Paulo por Maximilian Emil Hehl : História, arte e ecletismo na arquitetura sacra paulistana. [REVIEW] Revista de Teologia . Issn 2177-952x 8 (13):4-15.
    This article presents the recent literature about Cathedral of See considered from the History of Arts perspective in São Paulo. After highlight some functional, stylistic and historical data about the building idealized by Brazilian Archbishop Dom Duarte Leopoldo e Silva and designed by German engineer Maximilian Emil Hehl , will be highlighted the most important artistic aspects of architecture and Works of Art gathered in the paulist sacred buildings. The article also highlights the Cathedral in its connection with the (...)
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  30.  2
    Jorge Osorio (2004). Pedagogía y ética en la construcción de ciudadanía: la formación en valores en la educación comunitaria. Polis 7.
    El artículo reconstruye el “ciclo moderno” de la educación comunitaria latinoamericana desde la producción intelectual de Paulo Freire, pasando `por la experiencia de la revolución sandinista, el desarrollo de los movimientos democráticos en América del Sur y la emergencia de nuevos movimientos sociales en los años ochenta para llegar finalmente a los años noventa que vuelve a retomar la primera utopía freiriana. El autor aborda complementariamente la ética de la educación comunitaria y el desafío de construir ciudadanías democráticas desde (...)
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  31. Paulo Jorge de[from old catalog] Lima (1971). Curso De Teoria Do Estado. São Paulo,J. Bushatsky.
  32. Paulo Jorge D. Sousa (2004). A filosofia faz-se pensando. Critica.
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  33.  14
    Claudia Rozas (2007). The Possibility of Justice: The Work of Paulo Freire and Difference. Studies in Philosophy and Education 26 (6):561-570.
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  34.  5
    Jorge Sagastume (2011). «El inmortal» de Jorge Luis Borges: el yo, infinitos, absolutos y vocabularios finales. Aisthesis 49:175-191.
    Una obra frecuentemente consultada por Jorge Luis Borges fue Matemáticas e imaginación, de E. Kasner y J. Newman, en la que se discute la teoría de los conjuntos , propuesta por el matemático Georg Cantor , y mediante la cual se crea la aritmética transifinita y se establece un sistema epistémico para representar los diversos niveles del infinito. Así, Cantor le asigna a estas infinitudes la primera letra del alfabeto hebreo, el Aleph, seguido de un determinado número, dependiendo del (...)
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  35.  4
    Jorge R. Sagastume (2011). "El inmortal" de Jorge Luis Borges: El yo, aleph absolutos Y vocabularios finales. Revista de filosofía (Chile) 67:269-289.
    Una obra frecuentemente consultada por Jorge Luis Borges fue Matemáticas e imaginación, de E. Kasner y J. Newman, en la que se discute la teoría de los conjuntos , propuesta por el matemático Georg Cantor , y mediante la cual se crea la aritmética transifinita y se establece un sistema epistémico para representar los diversos niveles del infinito. Así, Cantor le asigna a estas infinitudes la primera letra del alfabeto hebreo, el Aleph, seguido de un determinado número, dependiendo del (...)
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  36. Fernando Gross (2016). Paulo e a Lei: A Torah de Israel, de Jesus, de Paulo: mais do que Lei, Instrução, Caminho de Vida, e que conduz ao Messias. Revista de Teologia . Issn 2177-952x 10 (17):17-27.
    By studying the new perspectives offered on Paul, this article proposes to revise some of them emphasizing Jewish information on the Torah, rescuing to the great Greek-Roman theologian native of Tarsus, how much there is of Judaism on Paul, overcoming a forensic unilateral view to understand his thoughts about the Torah. The Torah is good, holy and leads to the Christ!
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  37. Floyd Merrell (1991). Unthinking Thinking Jorge Luis Borges, Mathematics, and the New Physics. Monograph Collection (Matt - Pseudo).
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  38.  36
    Peter Roberts (2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  39. Peter Mayo (2004). Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics. Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  40.  1
    Isaac Gottesman (2010). Sitting in the Waiting Room: Paulo Freire and the Critical Turn in the Field of Education. Educational Studies 46 (4):376-399.
    Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, Pedagogy of the Oppressed, in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues (...)
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  41.  43
    Tyson Edward Lewis (2009). Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière. Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the (...)
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  42. Jaime Nubiola (1999). Jorge Luis Borges and William James. Streams of William James 1 (3):7.
    The year of the centennial of the Argentinean writer Jorge Luis Borges is probably the right time to exhume one of the links that this universal writer had with William James. In 1945, Emece, a publisher from Buenos Aires, printed a Spanish translation of William James’s book Pragmatism, with a foreword by Jorge Luis Borges.
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  43.  9
    Darren Webb (2012). Process, Orientation, and System: The Pedagogical Operation of Utopia in the Work of Paulo Freire. Educational Theory 62 (5):593-608.
    Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming (...)
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  44. Stanley Aronowitz (1993). Paulo Freire's Radical Democratic Humanism. In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge 8--24.
     
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  45.  7
    Ângelo Vieira da Silva (2015). OSBORNE, Grant R. Apocalipse: comentário exegético. São Paulo: Vida Nova, 2014. 999p. Horizonte 13 (39):1709-1712.
    Resenha crítica do livro: OSBORNE, Grant R. Apocalipse: Comentário Exegético. São Paulo: Vida Nova, 2014.999 pp. ISBN 978-85-275-0562-8. Título original: Revelation.
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  46.  9
    Sayantani DasGupta, Alice Fornari, Kamini Geer, Louisa Hahn, Vanita Kumar, Hyun Joon Lee, Susan Rubin & Marji Gold (2006). Medical Education for Social Justice: Paulo Freire Revisited. [REVIEW] Journal of Medical Humanities 27 (4):245-251.
    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring (...)
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  47.  25
    Kelvin Stewart Beckett (2012). Paulo Freire and the Concept of Education. Educational Philosophy and Theory 45 (1):49-62.
    In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.
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  48.  15
    A. B. Joly (1964). Flora Marinha Do Litoral Norte Do Estado de São Paulo E Regiões Circunvizinhas. Boletim da Faculdade de Filosofia, Ciências e Letras, Universidade de São Paulo. Botânica 21:5.
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  49.  29
    Jorge Luis Borges (1977). ". . . Merely a Man of Letters": An Interview with Jorge Luis Borges. Philosophy and Literature 1 (3):337-341.
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  50.  28
    Sarah Galloway (2012). Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière. Educational Theory 62 (2):163-184.
    In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues (...)
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