Works matching IS 01607561 AND DT 2011 AND VI 42
Results: 11
THE LOGIC OF GERMAN MONISM AND THE U.S. PUBLIC SCHOOLS: A PHILOSOPHICAL INQUIRY.
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- Philosophical Studies in Education, 2011, v. 42, p. 88
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- Article
SHOULD CHILDREN LEARN TO SOLVE PROBLEMS?
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- Philosophical Studies in Education, 2011, v. 42, p. 36
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- Article
IDEOLOGICAL CRITIQUE AND ETHICAL LEADERSHIP.
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- Philosophical Studies in Education, 2011, v. 42, p. 55
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- Article
JOHN LOCKE AND THE MYTH OF RACE IN AMERICA: DEMYTHOLOGIZING THE PARADOXES OF THE ENLIGHTENMENT AS VISITED IN THE PRESENT.
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- Philosophical Studies in Education, 2011, v. 42, p. 101
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- Article
ON THE POSSIBILITY OF FRIENDSHIP BETWEEN TEACHERS AND STUDENTS: THE PEDAGOGICAL SUSPENSION OF THE AMICAL.
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- Philosophical Studies in Education, 2011, v. 42, p. 44
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- Article
TASSEOGRAPHY: READING POST-RACIAL RESISTANCE TO TEACHING.
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- Philosophical Studies in Education, 2011, v. 42, p. 76
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- Article
INTRODUCTION.
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- Philosophical Studies in Education, 2011, v. 42, p. 1
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- Article
RIVAL VISIONS: J.J. ROUSSEAU AND T.H. HUXLEY ON THE NATURE (OR NURTURE) OF INEQUALITY AND WHAT IT MEANS FOR EDUCATION.
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- Philosophical Studies in Education, 2011, v. 42, p. 25
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- Article
AN ENLIGHTENMENT "EXPERIENCE" AND PLATO'S PARABLE OF THE CAVE: REFLECTIONS ON A VISION-QUEST GONE AWRY.
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- 2011
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- Essay
CULTURALLY RELEVANT TEACHING AND THE CONCEPT OF EDUCATION.
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- Philosophical Studies in Education, 2011, v. 42, p. 65
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- Article
TRUDGE TOWARD FREEDOM: MORAL COMMITMENT AND ETHICAL ACTION IN EDUCATION.
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- Philosophical Studies in Education, 2011, v. 42, p. 17
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- Article