Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson
Rowman & Littlefield Publishers (2002)
AbstractMartin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought
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In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought.Emma Williams - 2015 - Journal of Philosophy of Education 49 (1):142-160.
Learning Professional Ways of Being: Ambiguities of Becoming.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):34-45.
Feyerabend on Science and Education.Ian James Kidd - 2013 - Journal of Philosophy of Education 47 (3):407-422.
The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education.Leena Kakkori & Rauno Huttunen - 2012 - Educational Philosophy and Theory 44 (4):351-365.
Editorial: Heidegger, Phenomenology, Education.Michael A. Peters - 2009 - Educational Philosophy and Theory 41 (1):1-6.
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