Results for 'Doret Ruyter Leonie le Sagdee'

998 found
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  1.  45
    Criminal Parental Responsibility: Blaming Parents on the Basis of Their Duty to Control Versus Their Duty to Morally Educate Their Children.Doret Ruyter Leonie le Sagdee - 2008 - Educational Philosophy and Theory 40 (6):789-802.
    Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty (...)
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  2. Education and Life's Meaning.Anders Schinkel, Doret J. Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  3.  13
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  4.  6
    On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  5.  7
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  6.  78
    Criminal Parental Responsibility: Blaming Parents on the Basis of Their Duty to Control Versus Their Duty to Morally Educate Their Children.Leonie Le Sage & Doret De Ruyter - 2008 - Educational Philosophy and Theory 40 (6):789-802.
    Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty (...)
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  7. Une femme entre deux utopies: Le féminisme et le pacifisme. Léonie La Fontaine (1857- 1949).Stéphanie Manfroid - 2000 - Cahiers Internationaux de Symbolisme 95:157-168.
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  8.  61
    Ideals, Education, and Happy Flourishing.Doret de Ruyter - 2007 - Educational Theory 57 (1):23-35.
    In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De (...)
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  9.  27
    Mad About Ideals? Educating Children to Become Reasonably Passionate.Stijn M. A. Sieckelinck & Doret J. de Ruyter - 2009 - Educational Theory 59 (2):181-196.
    The current public concern about radicalization and extremism challenges philosophers and particularly philosophers of education to explore questions such as “Why do adolescents with strong ideas transgress?” and “What can we do about it?” The first question can be addressed by examining the role of their passionate commitment to their ideals as well as how this passion manifests in their pursuit of these ideals. The second question refers to the role of education in orienting and directing young people’s passionate attachment (...)
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  10.  16
    On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals (...)
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  11.  14
    La Politique, « Cet Élément Dans Lequel J’Aurais Voulu Vivre » : L’Exclusion des Femmes Est-Elle Inhérente au Républicanisme de la Troisième République?1.Charles Sowerwine - 2006 - Clio 24:171-194.
    Cet article explique la persistance de l’exclusion des femmes dans la Troisième République en étendant l’argument de Carole Pateman et de Geneviève Fraisse, suivant lequel cette exclusion est inhérente au projet républicain. L’article se fonde sur : 1) l’absence de revendication de suffrage féminin durant les années 1870, en considérant surtout l’échec de la campagne suffragiste de 1872 mise en œuvre par Léon Richer et Maria Deraismes ; 2) la persistance chez les républicains du modèle familial, dérivé de Rousseau ; (...)
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  12.  20
    Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
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  13.  41
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  14. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
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  15.  35
    Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education.Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  16.  41
    Pottering in the Garden? On Human Flourishing and Education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  17.  5
    Child Rearing, Risk, and Striving for Human Flourishing.Lynne Wolbert, Doret J. de Ruyter & Anders Schinkel - 2018 - Educational Theory 68 (4-5):529-545.
  18.  22
    The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...)
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  19. No Lacuna and No Vicious Regress: A Reply to le Poidevin.Christina Conroy - 2008 - Acta Analytica 23 (4):367-372.
    In his “Space, supervenience and substantivalism”, Le Poidevin proposes a substantivalism in which space is discrete, implying that there are unmediated spatial relations between neighboring primitive points. This proposition is motivated by his concern that relationism suffers from an explanatory lacuna and that substantivalism gives rise to a vicious regress. Le Poidevin implicitly requires that the relationist be committed to the “only x and y ” principle regarding spatial relations. It is not obvious that the relationist is committed to this (...)
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  20.  19
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. De Ruyter - forthcoming - Ethical Theory and Moral Practice:1-16.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  21.  50
    The Importance of Ideals in Education.Doret J. de Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
  22.  15
    The Promotion of Moral Ideals in Schools; What the State May or May Not Demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  23.  11
    Nothing Less Than Excellence: Ideals of Professional Identity.J. Jos Kole & Doret J. de Ruyter - 2009 - Ethics and Social Welfare 3 (2):131-144.
    Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot (...)
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  24.  17
    What Should Be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal sex education is justifiable (...)
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  25.  32
    Are Psychopaths Morally Sensitive?Bruce Maxwell & Leonie Le Sage - 2009 - Journal of Moral Education 38 (1):75-91.
    Philosophical and psychological opinion is divided over whether moral sensitivity, understood as the ability to pick out a situation's morally salient features, necessarily involves emotional engagement. This paper seeks to offer insight into this question. It reasons that if moral sensitivity does draw significantly on affective capacities of response, then moral insensitivity should be characteristic of psychopathy, a diagnostic category associated with pathologically low affectivity. The paper considers three bodies of empirical evidence on the moral functioning of psychopaths: (1) psychopathy (...)
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  26.  45
    Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1-2):27-33.
  27.  81
    Learning From Seneca: A Stoic Perspective on the Art of Living and Education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  28.  66
    Il Rilievo Della Visione Movimento, Profondità, Cinema Ne Le Monde Sensible et Le Monde De L’Expression.Anna Caterina Dalmasso - 2010 - Chiasmi International 12:83-110.
    Le relief de la vision. Mouvement, profondeur et cinéma dansLe monde sensible et le monde de l’expressionEst-il possible d’établir une connexion entre Le monde sensible et le monde de l’expression et la pensée du dernier Merleau-Ponty? De quelle manière une formulation germinale de la réflexion ontologique serait-elle présente dans le cours de 1953? Et quels sont les éléments de contact et de convergence qui permettent de retracer un tel lien?J’ai l’intention de proposer cette hypothèse à partir d’une considération du thème (...)
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  29.  17
    On Orientation in Thought: Hannah Arendt and Michèle Le Dœuff.Marguerite La Caze - 2007 - International Studies in Philosophy 39 (4):77-102.
    Immanuel Kant, in ‘What is Orientation in Thinking?’ focuses on reason as the touchstone for speculative thought. The question of how to orient ourselves in thinking is still pressing, particularly if one does not take reason as providing principles for judgment. Hannah Arendt and Michèle Le Dœuff focus on this problem of orientation from a practical point of view and build up a compelling picture of how we can orient our thought. Both take imagination to be central to good judgment, (...)
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  30.  26
    Cartesian Psychology of Antoine Le Grand.Gary Hatfield - 2014 - In Mihnea Dobre & Tammy Nyden (eds.), Cartesian Empiricisms. Springer. pp. 251-274.
    In the Aristotelian curriculum, De anima or the study of the soul fell under the rubric of physics. This area of study covered the vital (“vegetative”), sensitive, and rational powers of the soul. Descartes’ substance dualism restricted reason or intellect, and conscious sensation, to human minds. Having denied mind to nonhuman animals, Descartes was required to explain all animal behavior using material mechanisms possessing only the properties of size, shape, position, and motion. Within the framework of certainty provided by the (...)
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  31.  53
    Is Autonomy Imposing Education Too Demanding? A Review of Meira Levinson, 1999, The Demands of Liberal Education.Doret De Ruyter - 2004 - Studies in Philosophy and Education 23 (2/3):211-221.
  32.  19
    Education and Life's Meaning.Anders Schinkel, Doret J. de Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (3):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  33.  7
    What Kind of Theory Should Theory on Education for Human Flourishing Be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  34.  20
    Le « chamanisme » et la comédie ancienne. Recours générique à un atavisme et guérison. (avec une application à l'exemple de la Paix d'Aristophane).Anton Bierl - 2007 - Methodos 7.
    Dans cette contribution, la Comédie Ancienne est associée de manière surprenante au complexe chamanistique, ou respectivement, au schéma du goës ou magos qui existait dans la Grèce archaïque et dans les premiers temps de la Grèce classique. Après un bref aperçu de l’histoire de la recherche concernant le ‘chamanisme’ grec dans les études classiques, l’auteur écarte explicitement les spéculations essentialistes sur l’origine, mais utilise le phénomène religieux au sens d’un procédé de fantaisie mental et théâtral. Le potentiel performatif du goës (...)
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  35.  15
    Michele le Doeuff Feminist Epistemology and the Unthought.Marguerite La Caze - 2008 - Hecate 34 (2):62-79..
    The unthought means that which it is possible to think, but which has not yet been thought, and also what we are prevented from thinking. Philosophical systems can prevent us from thinking otherwise and restrictions on women’s access to knowledge can prevent women from thinking apart from what is prescribed as suitable. The unthought is both what hasn’t been thought and what could be thought if there wasn’t a barrier of some sort. Michèle Le Dœuff directs us towards the unthought (...)
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  36.  8
    Le Corbusier : architecture et politique.Labbé Mickaël - 2017 - Astérion. Philosophie, Histoire des Idées, Pensée Politique 16.
    Les rapports entretenus par Le Corbusier, architecte le plus emblématique de la modernité, avec le pouvoir politique sont foncièrement ambivalents. Promoteur inlassable du bonheur pour tous à travers l’architecture, Le Corbusier a pourtant frayé avec à peu près tous les pouvoirs, apparemment sans témoigner de préférences politiques, d’une manière qui semble contradictoire avec ses propres objectifs. À travers une série de paradoxes, nous cherchons à montrer que l’attitude politique de Le Corbusier ne doit pas simplement être référée à un ensemble (...)
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  37.  13
    The Influence of Moral Education on the Personal Worldview of Students.Jacomijn C. van der Kooij, Doret J. de Ruyter & Siebren Miedema - 2015 - Journal of Moral Education 44 (3):346-363.
    This article researches whether approaches to moral education aim to influence the development of the personal worldview of students. An example of a Dutch moral education programme is presented and the findings are used to analyse various approaches to moral education. Our analysis demonstrates that every approach aims to influence the personal worldview of students because of underlying ontological beliefs. This is the inevitable and minimal influence a moral education approach has on personal worldview. Our analysis also demonstrates that two (...)
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  38.  5
    Michele Le Doeuff and the Work of Philosophy.M. La Caze - 2003 - Australian Journal of French Studies (3):244-56.
    In this paper I show how Michèle Le Dœuff’s conception of philosophy as work is central to her articulation of a fresh conception of women’s role in philosophy and philosophy’s relation to other work. In Hipparchia’s Choice (1991, 168) she writes that ‘There is at least a third way of conceiving of philosophy and the history of philosophy: we can regard both as work, and thus as a dynamic, which can lead to and from each other.’ My objective is to (...)
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  39.  11
    Les réparations des vaincus, les dettes des vainqueurs: le cas de la France et du Royaume des Serbes, Croates et Slovènes/Yougoslavie.Stanislav Sretenovic - 2009 - Filozofija I Društvo 20 (1):223-243.
    S'appuyant sur l'analyse historique des relations entre la France et le Royaume des Serbes, Croates et Slovènes/Yougoslavie après la Première Guerre mondiale, l'auteur traite de l'application des décisions du traité de Versailles en matière économique et financière, et montre comment elle pesa sur les relations, non seulement entre les Alliés et leurs anciens ennemis, mais aussi entre les Alliés eux-mêmes. Il conclut que la mise en place d'un ordre juste dépendait de tout un ensemble de solutions concrètes que les faiblesses (...)
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  40.  13
    Le genre du cancer.Ilana Löwy - 2013 - Clio 37:65-83.
    Le cancer est perçu aujourd’hui comme une maladie qui affecte à peu près autant d’hommes que de femmes. C’est cependant une conception relativement récente. Jusqu’au milieu du xxe siècle, le cancer était considéré comme une pathologie principalement féminine, les tumeurs malignes produisant des symptômes typiques faciles à détecter. Au xxe siècle, les cancers féminins – du sein et de l’utérus – sont les principales cibles des campagnes publiques pour la détection précoce des tumeurs malignes. Depuis les années 1950, le développement (...)
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  41.  5
    The utopia of International peace during the Thirty years war. «Le Nouveau Cynée» written by Eméric Crucé.Francesca Russo - 2016 - Governare la Paura. Journal of Interdisciplinary Studies 9 (1).
    The main purpose of Le Nouveau Cynée, published by Emeric Crucé in 1623, is to find a better way to establish an enduring peace in the whole world. This pacifist utopia is very interesting, because it contains for the first time the idea of avoiding war, by establishing an international arbitration court settled in Venice. The court is an assembly with representatives of all States, even the Turkish Empire. The assembly is called to discuss any kind of controversy which may (...)
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  42.  15
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  43.  8
    Loving More, Being Less: Reflections on Vladimir Jankélévitch’s Le Paradoxe de la Morale.Jennifer Rosato - 2014 - Journal of French and Francophone Philosophy 22 (2):84-103.
    In Le paradoxe de la morale, Vladimir Jankélévitch proposes that the moral life is a matter of balancing the demands of love, which call us to give without limit, and our natural, egoistical attachment to self, which he terms 'being'. This balancing act is ultimately paradoxical since love must both depend on and overcome being. The vision of moral life as a paradoxical balancing act of love and being, however, is implicitly challenged by another, "supernatural" vision of ethics that Jankélévitch (...)
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  44.  7
    « J'avais tant besoin d'être aimée … par correspondance » : lesdiscoursde l'amour dans la correspondance de Léonie Léon et Léon Gambetta, 1872-1882.Susan Foley - 2006 - Clio 24:149-169.
    De 1872 à sa mort à la fin de 1882, Léon Gambetta et son amante Léonie Léon ont échangé quelque 6 000 lettres, dont presque 1 100 ont été conservées. En raison de l’importance politique de Gambetta, l’un des pères fondateurs de la Troisième République, cette correspondance constitue une source exceptionnelle sur les luttes des républicains pour établir une véritable République. Il s’agit en outre d’une correspondance romantique parmi les plus belles du XIXe siècle. À travers leurs lettres, Léonie Léon (...)
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  45.  4
    4 After All, How Small is the World? Global Citizenship as an Educational Ideal.Doret De Ruyter - 2010 - In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of Education in the Era of Globalization. Routledge. pp. 51.
  46.  3
    Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.
  47.  7
    Werkzame Idealen: Ethische Reflecties Op Professionaliteit.Jos Kole & Doret de Ruyter (eds.) - 2007 - Van Gorcum.
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  48. Le Corbusier and the Concept of Self.Simon Richards & Le Corbusier - 2003
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  49. A Proposito di Un Recente Lavoro Su Edouard Le Roy.A. Russo - 1986 - I Problemi Della Pedagogia 1986:555--565.
    Il testo analizza, in maniera ampia e analitica, un lavoro su Edourd Le Roy.
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  50. Science and Politics in The Dispossessed: Le Guin and the “Science Wars’’.Burns Tony - 2005 - In Laurence Davies & Peter Stillman (eds.), The New Utopian Politics of Ursula K. Le Guin's the Dispossessed. Lanham, Md.: Rowman & Littlefield. pp. 195-215.
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