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  1. Can a Culture of Error Be Really Developed in the Classroom Without Teaching Students to Distinguish Between Errors and Anomalies?José María Ariso - forthcoming - Educational Philosophy and Theory:1-12.
    It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions (...)
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  • Truths and Processes: A Critical Approach to Truthmaker Theory.Gustavo Picazo - 2014 - Philosophia 42 (3):713-739.
    The starting point of this paper is the idea that linguistic representation is the result of a global process: a process of interaction of a community of cognitive-linguistic agents, with one another and with the environment. I maintain that the study of truth, meaning and related notions should be addressed without losing perspective of this process, and I oppose the ‘static’ or ‘analytic’ approach, which is fundamentally based on our own knowledge of the conventional meaning of words and sentences, and (...)
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  • The Philosophical Psychologism of the Tractatus.Richard McDonough - 1993 - Southern Journal of Philosophy 31 (4):425-447.
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  • Making Up the Mind: How the Brain Creates Our Mental World.Richard G. T. Gipps - 2009 - Philosophical Psychology 22 (3):393-397.
  • The Necessity for Particularity in Education and Child-Rearing: The Moral Issue.Paul Smeyers - 1992 - Philosophy of Education 26 (1):63-73.
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  • The Necessity for Particularity in Education and Child-Rearing: The Moral Issue.Paul Smeyers - 1992 - Journal of Philosophy of Education 26 (1):63–73.