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  1.  31
    Constructivism and Education: Education as an Interpretative Transformational Process. [REVIEW]Ari Sutinen - 2007 - Studies in Philosophy and Education 27 (1):1-14.
  2.  49
    Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the humanistic ideas (...)
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  3.  56
    Two Project Methods: Preliminary Observations on the Similarities and Differences Between William Heard Kilpatrick’s Project Method and John Dewey’s Problem-Solving Method.Ari Sutinen - 2013 - Educational Philosophy and Theory 45 (10):1040-1053.
    The project method became a famous teaching method whenWilliam Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick’s project method is to try to explain how pupils learn things when they work in projects toward different common objects.The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey’s problem-solving method. Are Kilpatrick’s project method and Dewey’s problemsolving method the same thing? The aim of this article is (...)
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