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  1. Ger Snik, Johan De Jong & Wouter Van Haaften (2004). Preventive Intervention in Families at Risk: The Limits of Liberalism. Journal of Philosophy of Education 38 (2):181–193.
  2. Wouter van Haaften, Michiel Korthals & Thomas Wren (1999). Response to Charles Bailey. Studies in Philosophy and Education 18 (3):185-187.
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  3. Wouter van Haaften & Ger Snik (1997). Critical Thinking and Foundational Development. Studies in Philosophy and Education 16 (1/2):19-41.
    We elaborate on Israel Scheffler's claim that principles of rationality can be rationally evaluated, focusing on foundational development, by which we mean the evolution of principles which are constitutive of our conceptualization of a certain domain of rationality. How can claims that some such principles are better than prior ones, be justified? We argue that Scheffler's metacriterion of overall systematic credibility is insufficient here. Two very different types of rational development are jointly involved, namely, development of general principles that are (...)
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  4. Wouter van Haaften (1995). Wittgenstein and the Significance of Private Meaning. Studies in Philosophy and Education 14 (2-3):171-186.
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  5. Wouter van Haaften (1993). Conceptual Development and Relativism: Reply to Siegel. Journal of Philosophy of Education 27 (1):87–100.
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  6. Wouter van Haaften (1990). The Justification of Conceptual Development Claims. Journal of Philosophy of Education 24 (1):51–70.
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