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  1. The Renewal of Dewey — Trends in the Nineties.Roswitha Lehmann-Rommel - 2000 - Studies in Philosophy and Education 19 (1-2):187-218.
    This article proposes that the `renewal' of Dewey might contributeto filling the gap between the pedagogical commitment tocontingency and plurality and the fact that the pedagogicaltradition, until now, has neutralized contingency and deniedits systematic meaning for education. Therefore, the maintraits of the `renewal of Dewey' are shown in thework of some Dewey scholars who, critically and creatively,reconstruct Dewey in the mirror of poststructural, communicational and constructive theory developments.Following Dewey, these researches balance the objectiveevaluation of Dewey's work by a deliberate and (...)
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  • The Renewal of Dewey — Trends in the Nineties.Roswitha Lehmann-Rommel - 2000 - Studies in Philosophy and Education 19 (1):187-218.
    This article proposes that the `renewal' of Dewey might contributeto filling the gap between the pedagogical commitment tocontingency and plurality and the fact that the pedagogicaltradition, until now, has neutralized contingency and deniedits systematic meaning for education. Therefore, the maintraits of the `renewal of Dewey' are shown in thework of some Dewey scholars who, critically and creatively,reconstruct Dewey in the mirror of poststructural, communicational and constructive theory developments.Following Dewey, these researches balance the objectiveevaluation of Dewey's work by a deliberate and (...)
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  • The Beyond in the Midst. The Relevance of Dewey's Philosophy of Religion for Education.Siebren Miedema - 1995 - Studies in Philosophy and Education 13 (3-4):229-241.
  • Computers and Knowledge: A Dialogical Approach. [REVIEW]Christian Brassac - 2006 - AI and Society 20 (3):249-270.
    Artificial intelligence researchers interested in knowledge and in designing and implementing digitized artifacts for representing or sharing knowledge play a crucial role in the development of a knowledge-based economy. They help answer the question of how the computer devices they develop can be appropriated by the collectives that manage the flow of knowledge and the know-how underlying human organizations. A dialogical, constructivist view of interaction processes permits theorizing the role of digital tools, seen as sociotechnical devices that serve both as (...)
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