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  1. The New Constellation: The Ethical-Political Horizons of Modernity / Postmodernity.Richard J. BERNSTEIN - 1992 - MIT Press.
  • How We Think.John Dewey - 1910 - London and Boston: D.C. Heath.
    HOW WE THINK PART ONE: THE PROBLEM OF TRAINING THOUGHT CHAPTER ONE WHAT IS THOUGHT? § i. Varied Senses of the Term No words are oftener on our lips than ...
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  • Technical Rationality in Sch�N?S Reflective Practice: Dichotomous or Non-Dualistic Epistemological Position.Elizabeth Anne Kinsella - 2007 - Nursing Philosophy 8 (2):102-113.
  • Reflection in Education: A Kantian Epistemology.Henk Procee - 2006 - Educational Theory 56 (3):237-253.
    As even its defenders admit, reflection in education suffers from a lack of conceptual clarity. In this essay, Henk Procee provides a philosophical analysis of the central concepts in this domain. In the current literature, these concepts are usually taken from the pragmatic school of John Dewey and from critical social theory associated with Jürgen Habermas. In contrast, Procee argues that Kant’s philosophy incorporates ideas better suited to understanding reflection in education — particularly through his distinction between understanding and judgment (...)
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  • Embodied Reflection and the Epistemology of Reflective Practice.Elizabeth Anne Kinsella - 2007 - Philosophy of Education 41 (3):395-409.
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  • Embodied Reflection and the Epistemology of Reflective Practice.Elizabeth Anne Kinsella - 2007 - Journal of Philosophy of Education 41 (3):395–409.
  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9–25.
  • Art and Education.John Dewey, Albert C. Barnes, Laurence Buermeyer, Mary Mullen & Violette de Mazia - 1947 - Journal of Philosophy 44 (20):558-559.
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  • The New Constellation: The Ethical-Political Horizons of Modernity / Postmodernity.Richard J. Bernstein - 1992 - Polity.
    In this major new work, Bernstein explores the ethical and political dimensions of the modernity/post-modernity debate. Bernstein argues that modernity / post-modernity should be understood as a kind of mood - one which is amorphous, shifting and protean but which exerts a powerful influence on our current thinking. Focusing on thinkers such as Heidegger, Derrida, Foucault, Habermas and Rorty, Bernstein probes the strengths and weaknesses of their work, and shows how they have contributed to the formation of a new mood, (...)
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  • Logic: The Theory of Inquiry.John Dewey - 1938 - New York, NY, USA: Henry Holt.
    This book is Dewey's most fully developed treatment of logic as the theory of Inquiry. It is a later work which reflects, in part, Dewey's readings of C.S. Peirce during the 1930's. -/- Reprinted in Series: The collected works of John Dewey / ed. by Jo Ann Boydston, 3,12.; The later works, 1925 - 1953, Vol. 12.
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  • Reflection in Teacher Education.Peter Philip Grimmett & Gaalen Erickson - 1988
     
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  • Philosophy and Teacher Education a Reinterpretation of Donald A. Schön's Epistemology of Reflective Practice.Stephen Newman - 1999 - Ashgate.
    This text sets out to give a reinterpretation of Schon's work. It breaks new ground by looking systematically at the entirety of his writings, by identifying critical difficulties with Schon's work, and by subjecting his work to reinterpretation.
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  • Developing Professional Knowledge and Competence.Michael Eraut - 1994 - Psychology Press.
    This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is (...)
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  • Practice and the Human Sciences the Case for a Judgment-Based Practice of Care.Donald Polkinghorne - 2004 - SUNY Press.
    Argues that the technical model of practice has limited applicability for the practices of care (teaching, nursing, social work, and psychotherapy).
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  • Experience and Nature.John Dewey & Paul Carus Foundation - 1925 - Open Court Publishing Company.
    This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...)
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  • The Tacit Dimension. --.Michael Polanyi & Amartya Sen - 1966 - Chicago, IL: University of Chicago.
    Suitable for students and scholars, this title challenges the assumption that skepticism, rather than established belief, lies at the heart of scientific discovery.
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  • Ways of Worldmaking.Nelson Goodman - 1978 - Harvester Press.
    Required reading at more than 100 colleges and universities throughout North America.
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  • Teaching and Learning Through Critical Reflective Practice.Tony Ghaye - 1998 - D. Fulton Publishers.
    This text maps out the professional, political and theoretical landscape of reflective practice, its nature and purposes and the claims being made for it. The book aims to bring together two central aspects of educational improvement: the power that teachers have to appraise, understand and transform their practice; and the bigger picture and the structures that serve to imprison and liberate practice.
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  • Back to the Rough Ground: Practical Judgment and the Lure of Technique.Joseph Dunne - 1993 - University of Notre Dame Press.
    Back to the Rough Ground is a philosophical investigation of practical knowledge, with major import for professional practice and the ethical life in modern society. Its purpose is to clarify the kind of knowledge that informs good practice in a range of disciplines such as education, psychotherapy, medicine, management, and law. Through reflection on key modern thinkers who have revived cardinal insights of Aristotle, and a sustained engagement with the Philosopher himself, it presents a radical challenge to the scientistic assumptions (...)
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  • Experience and Education.John Dewey - 1938 - Kappa Delta Pi.
    Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.
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  • Logic: The Theory of Inquiry.William R. Dennes - 1940 - Philosophical Review 49 (2):259.
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  • Review of John Dewey, Art as Experience. [REVIEW]D. W. Prall - 1935 - Philosophical Review 44 (4):388-390.
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  • How We Think.Sven Nilson & John Dewey - 1935 - Philosophical Review 44 (1):75.
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  • John Dewey’s Theory of Art, Experience and Nature: The Horizons of Feeling.John Dewey & Thomas M. Alexander - 1987 - Transactions of the Charles S. Peirce Society 24 (2):293-301.
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  • John Dewey’s Theory of Art, Experience and Nature: The Horizons of Feeling.THOMAS M. ALEXANDER - 1987 - State University of New York Press.
    Thomas Alexander shows that the primary, guiding concern of Dewey's philosophy is his theory of aesthetic experience.
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  • Ways of Worldmaking.J. M. Moravcsik - 1978 - Journal of Aesthetics and Art Criticism 37 (4):483-485.
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  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9-25.
  • Experience and Education.John Dewey, Harry D. Gideonse, Joseph K. Hart & Zalmen Slesinger - 1938 - Science and Society 2 (4):543-549.
     
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  • Experience and Nature.John Dewey - 1958 - Les Etudes Philosophiques 15 (1):98-98.
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