9 found
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  1.  8
    Madhu Suri Prakash (1994). What Are People For? Wendell Berry on Education, Ecology, and Culture. Educational Theory 44 (2):135-157.
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  2.  9
    Madhu Suri Prakash & Mark Weinstein (1982). After Virtue: A Quest for Moral Objectivity. Educational Theory 32 (1):35-44.
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  3.  2
    Madhu Suri Prakash & Dana Stuchul (2004). McEducation Marginalized: Multiverse of Learning-Living in Grassroots Commons. Educational Studies 36 (1).
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  4.  9
    Madhu Suri Prakash (1995). Ecological Literacy for Moral Virtue: Orr on [Moral] Education for Postmodern Sustainability. Journal of Moral Education 24 (1):3-18.
    Abstract David Orr's postmodern philosophical investigations begin with the recognition that our modern culture is not ecologically sustainable; and therefore threatens all life on earth in the long term, even as it continues to destroy sustainable cultures in the short term. Hopeful of redirecting our civic culture or morality, as well as our technologies towards postmodern sustainability, Orr proposes an education for ecological literacy. This paper examines Orr's account of ecological literacy. Following his attempts to take us beyond modern literacy, (...)
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  5.  2
    Madhu Suri Prakash (2010). From Fear to Hope: Reclaiming the Art of Learning 1. Educational Studies 46 (1):85-90.
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  6.  1
    Madhu Suri Prakash & W. Kohli (1995). Whose Ecological Perspective? Bringing Ecology Down to Earth. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge
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  7.  2
    Madhu Suri Prakash (1988). 'Desires' Clarified, Much of 'Value': A Plea for Values Clarification. Journal of Moral Education 17 (2):114-126.
    Abstract Values clarification (VC) continues to be criticized for its conception of the ends as well as the means of moral education. Responding to Dwight Boyd and Deanne Bogdan's recent critique of values clarification, this paper suggests a new perspective from which to reassess this approach to moral education. In doing so, it locates Values Clarification within a long and rich tradition of ethical and educational theory. Its critics, including Boyd and Bogdan, reflect viewpoints belonging to a competing tradition. The (...)
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  8. Adrian Bell, Patricia Ashton, Charles Reitz, Don T. Martin, E. V. Johanningmeier, Rodman B. WeBb, Arnold B. Danzig, W. Ross Palmer, D. Scott Enright, Madhu Suri Prakash & Carol M. Thigpen (1984). Book Review Section 2. [REVIEW] Educational Studies 15 (2):155-204.
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  9. Brenda Hill, Anthony G. Green, Carbone Jr, Barbara Thayer-Bacon, Jack Conrad Willers, John J. Dewitt, Richard Rubinger, Alixe Hambleton, Naichen Chen, Carol T. Gallagher, Maxine S. Seller, James L. Green, Joseph M. Stetar, Linda Irwin-Devitis, Frances O'neill, Madhu Suri Prakash & Dilafruz R. Williams (1993). Book Review Section 1. [REVIEW] Educational Studies 24 (1):23-100.
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