| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Artificial Intelligence and the Aims of Education: Makers, Managers, or Inforgs?
|
Cox, Geoffrey M.
|
|
|
43 |
1 |
p. 15-30
|
artikel
|
| 2 |
Ceasing to be Hammers: Descriptive Inquiry as Collective Meditation
|
Wahl, Rachel
|
|
|
43 |
1 |
p. 117-119
|
artikel
|
| 3 |
Education - Servant of Many Masters or an End in Itself? Handling Confusions Around Purpose and Instrumentalism in Education
|
Schwarz-Franco, Orit
|
|
|
43 |
1 |
p. 57-71
|
artikel
|
| 4 |
Epistemology as Pragmatic Inquiry: Rorty, Haack, and Academic Relativism in Education
|
Driggers, Kenneth
|
|
|
43 |
1 |
p. 47-55
|
artikel
|
| 5 |
Hegel’s Phenomenology of Spirit as Bildungsroman
|
Saeverot, Herner
|
|
|
43 |
1 |
p. 1-13
|
artikel
|
| 6 |
Integrated Restatement: Furman and Traugh
|
Furman, Cara
|
|
|
43 |
1 |
p. 123-126
|
artikel
|
| 7 |
Left Populism and the Education of Desire
|
McGregor, Callum
|
|
|
43 |
1 |
p. 73-90
|
artikel
|
| 8 |
Nietzsche, Virtue, and Education: Cultivating the Sovereign Individual Through a New Type of Education
|
Stolz, Steven A.
|
|
|
43 |
1 |
p. 31-45
|
artikel
|
| 9 |
Peace and Philosophical Disarmament
|
Rocha, Samuel D.
|
|
|
43 |
1 |
p. 121-122
|
artikel
|
| 10 |
Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education
|
Taylor, Ashley
|
|
|
43 |
1 |
p. 109-112
|
artikel
|
| 11 |
Signifiers of Bildung, the Curriculum and the Democratisation of Public Education
|
Bergheim, Pedro Vincent Dias
|
|
|
43 |
1 |
p. 91-106
|
artikel
|
| 12 |
Teaching for Human Dignity: Descriptive Inquiry in Teacher Practice: Authors Meet Critics
|
Furman, Cara
|
|
|
43 |
1 |
p. 107-108
|
artikel
|
| 13 |
What does it mean to Teach for Human Dignity? Response to Furman and Traugh, Descriptive Inquiry in Teacher Practice
|
Santoro, Doris A.
|
|
|
43 |
1 |
p. 113-115
|
artikel
|
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