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Encyclopedia of Educational Philosophy and Theory

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Table of Contents

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    Book Overview
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    Chapter 1 Philosophical Idealism and Educational Theory
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    Chapter 1 Philosophical Idealism and Educational Theory
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    Chapter 2 Religion and Modern Educational Aspirations
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    Chapter 3 Nation, Nationalism, Curriculum, and the Making of Citizens
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    Chapter 4 School Development and School Reforms
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    Chapter 5 Formation of School Subjects
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    Chapter 6 Quest for Heroes
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    Chapter 7 The Quest of Educational Slogans
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    Chapter 8 Educationalization of Social Problems and the Educationalization of the Modern World
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    Chapter 9 Longing for Innocence and Purity: Nature and Child-Centered Education
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    Chapter 10 Teacher Education at the intersection of educational sciences
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    Chapter 11 Pasifika
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    Chapter 12 Ako
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    Chapter 13 ‘Ilo
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    Chapter 17 Mālie Conceptualizing: A New Philosophy of Tongan Education
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    Chapter 18 Fonua
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    Chapter 21 Edusemiotics To Date, an Introduction of
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    Chapter 22 Metaphor and Edusemiotics
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    Chapter 23 Second Language Acquisition: An Edusemiotic Approach
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    Chapter 24 Placing Semiotics Within the Academy
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    Chapter 25 Semiosis as Relational Becoming
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    Chapter 27 Argument Mapping Software: Semiotic Foundations
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    Chapter 28 Educational Semiotics, Greimas, and Theory of Action
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    Chapter 29 Derrida and the Ethics of Reading
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    Chapter 30 Ethics and Significance: Insights from Welby for Meaningful Education
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    Chapter 31 Ontology and Semiotics: Educating in Values
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    Chapter 32 Nature of Science in the Science Curriculum
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    Chapter 33 Values in Science and in Science Classrooms
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    Chapter 34 Philosophy of Education and Science Education
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    Chapter 35 Methodological Issues in Science Education Research
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    Chapter 37 Science, Naturalism, and Education
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    Chapter 38 Cultural Studies in Science Education
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    Chapter 39 Indoctrination and Science Education
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    Chapter 40 Wittgensteinian Perspectives and Science Education Research
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    Chapter 41 Conceptual Change in Science and Science Education
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    Chapter 42 Dewey on Science and Science Education
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    Chapter 43 Dewey on History and Geography in Education
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    Chapter 46 Dewey Lab School at the University of Chicago
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    Chapter 48 Dewey on Teaching and Teacher Education
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    Chapter 50 Dewey on Educational Aims
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    Chapter 51 Dewey and the Self
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    Chapter 52 Dewey on the Concept of Education as Growth
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    Chapter 53 Play: Aesthetics and Ambiguity of Play in Early Childhood Education
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    Chapter 54 Kaitiakitanga - Active Guardianship, Responsibilities And Relationships With The World: Towards A Bio-Cultural Future In Early Childhood Education
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    Chapter 55 Incredible Years as a Tool of Governmentality: A Foucauldian Analysis of an Early Years Parenting Program
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    Chapter 56 Early Childhood Sector
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    Chapter 57 Bildung: Potential and Promise in Early Childhood Education
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    Chapter 58 Images of the Child and Learning in the Early Years Curriculum: A Historical Overview
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    Chapter 59 Theorising Curriculum Implementation and Evaluation in Early Childhood Education
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    Chapter 62 Deleuze and Guattari in Early Childhood Education
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    Chapter 63 Rhizoanalysis as Educational Research
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    Chapter 65 Deleuze’s Philosophy for Education
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    Chapter 67 Unmaking the Work of Pedagogy Through Deleuze and Guattari
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    Chapter 68 Deleuze and Learning
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    Chapter 69 History of Philosophy of Sport
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    Chapter 72 Competition and Fair Play
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    Chapter 73 Doping and Anti-doping in Sport
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    Chapter 76 Gender Equality in Sport
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    Chapter 77 Aesthetics and Sport
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    Chapter 79 Collective Praxis: A Theoretical Vision
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    Chapter 80 Reconsidering Aesthetics and Everyday Life
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    Chapter 81 Cultural Studies and New Student Resistance
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    Chapter 82 Technofeminist Lens on Schooling in the Digital Age
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    Chapter 83 Labor in the Digital Age
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    Chapter 84 Cultural Studies and Education in the Digital Age
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    Chapter 86 Queer Theory
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    Chapter 87 Colored Cosmopolitanism and the Classroom: Educational Connections Between African Americans and South Asians
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    Chapter 89 Phenomenology of the Adult-Child Relation
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    Chapter 90 Phenomenology of Digital Media
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    Chapter 91 Phenomenology, Education, and the More-than-Human World
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    Chapter 92 Phenomenology of Movement and Place
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    Chapter 93 Phenomenology of Ethics and Aesthetics
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    Chapter 94 Phenomenological Theory of Bildung and Education
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    Chapter 95 Phenomenology of Higher Education
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    Chapter 96 Phenomenology, Language, and the Unspoken: The Preverbal Dimension of Children’s Experience
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    Chapter 97 Phenomenology of Inclusion, Belonging, and Language
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    Chapter 99 Deleuze and Guattari and Curriculum
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    Chapter 100 Praxis
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    Chapter 102 Freire’s Philosophy and Pedagogy: Humanization and Education
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    Chapter 104 Existential Individual Alone Within Freire’s Sociopolitical Solidarity
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    Chapter 106 Freire’s Christian Faith
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    Chapter 107 Teaching and Critically Reflective Practice in Freire
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    Chapter 108 Students Who Want Banking Education and Related Challenges to Problem-Posing Education
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    Chapter 109 Resurgence of Freirean Pedagogy in the New Media Age
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    Chapter 114 Multimodal Literacies
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    Chapter 115 Academic Literacy Across the Curriculum
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    Chapter 118 New Media Literacies
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    Chapter 121 Critical Pedagogy and Digital Technology: Postmodernist and Marxist Perspectives
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    Chapter 122 Digital Learning, Discourse, and Ideology
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    Chapter 123 Wikilearning
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    Chapter 124 Critical Education and Digital Cultures
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    Chapter 125 Temporalities of Academic Work
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    Chapter 126 Digital Learning and the Changing Role of the Teacher
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    Chapter 127 Learning and Media Literacy
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    Chapter 128 Education and Big Data
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    Chapter 129 Networked Learning
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    Chapter 130 Service-Learning
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    Chapter 143 On the Logical Form of Educational Philosophy and Theory: Herbart, Mill, Frankena, and Beyond
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    Chapter 144 Critical Theory as Metatheory of Education
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    Chapter 144 Critical Theory as Metatheory of Education
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    Chapter 145 Neo-pragmatist Philosophy of Education
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    Chapter 147 Hermeneutics and Educational Experience
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    Chapter 147 Hermeneutics and Educational Experience
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    Chapter 148 William Frankena’s Model for Analyzing Philosophies of Education
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    Chapter 148 Frankena’s Model for Analyzing Philosophies of Education
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    Chapter 153 Neoliberalism, Hayek, and the Austrian School of Economics
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    Chapter 155 Neoliberalism and Power in Education
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    Chapter 157 Neoliberalism and Environmental Education
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    Chapter 158 Neoliberalism and Education Policy
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    Chapter 160 Philosophy with Children
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    Chapter 162 Philosophical Inquiry in Education
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    Chapter 164 Philosophy with Picturebooks
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    Chapter 166 Socratic Dialogue in Education
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    Chapter 167 Ethics and Values Education
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    Chapter 169 Patterns in Teaching Philosophy
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    Chapter 170 Kindergarten: Philosophical Movements in the Nineteenth Century
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    Chapter 171 Gadamer and the Philosophy of Education
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    Chapter 171 Gadamer and the Philosophy of Education
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    Chapter 172 Whakapapa: A Māori Way of Knowing and Being in the World
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    Chapter 177 Indigenous Philosophies and Education: The Case of Kaupapa Māori
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    Chapter 182 Critical Education and Postcolonialism
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    Chapter 184 Humanism, Postcolonialism, and Education
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    Chapter 188 Postcolonialism, Development, and Education
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    Chapter 188 Postcolonialism, Development, and Education
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    Chapter 189 Poststructuralism, Postcolonialism, and Education
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    Chapter 190 Gender, Postcolonialism, and Education
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    Chapter 214 Defining Openness in Education
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    Chapter 215 Open Distance Learning
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    Chapter 216 Open Universities
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    Chapter 217 Distance Education
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    Chapter 219 Massive Open Online Courses (MOOCs)
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    Chapter 222 Openness and Power
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    Chapter 226 Philosophy with Children: The Lipman-Sharp Approach to Philosophy for Children
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    Chapter 226 Philosophy with Children: The Lipman-Sharp Approach to Philosophy for Children
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    Chapter 227 Iconic and Symbolic Language
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    Chapter 228 Critical Pedagogy, Historical Origins Of
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    Chapter 229 Hegel and Critical Pedagogy
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    Chapter 230 Dewey and Critical Pedagogy
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    Chapter 232 North American Critical Pedagogy
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    Chapter 234 Critical and Social Justice Pedagogies in Practice
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    Chapter 235 Feminist Pedagogy
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    Chapter 238 Critical Pedagogy and Art
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    Chapter 238 Critical Pedagogy and Art
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    Chapter 238 Critical Pedagogy and Art
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    Chapter 239 Youth, Debt, and the Promise of Critical Pedagogy
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    Chapter 240 Educational Leadership, Change, and the Politics of Resistance
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    Chapter 241 Educational Leadership as a Political Enterprise
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    Chapter 242 Social and Restorative Justice: A Moral Imperative for Educational Leaders
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    Chapter 244 Emotions and Educational Leadership
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    Chapter 245 Educational Leadership as Critical Practice
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    Chapter 246 Configured Leadership
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    Chapter 247 Leadership and Learning
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    Chapter 248 Confucian Values and Vietnamese School Leadership
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    Chapter 249 Policy Imperative in Early Childhood Education and Care
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    Chapter 250 Leadership Research and Practice: Competing Conceptions of Theory
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    Chapter 251 Education and Political Theory: Prospects and Points of View
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    Chapter 252 Mapping the Terrain of Political Theory in Education
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    Chapter 253 Green, Public Education, and the Idea of Positive Freedom
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    Chapter 254 Human Capital Theory in Education
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    Chapter 255 Meritocracy
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    Chapter 256 Foucault, Confession, and Education
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    Chapter 257 Feminist Theories and Gender Inequalities: Headteachers, Staff, and Children
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    Chapter 258 Universities and the Politics of Autonomy
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    Chapter 259 Digital Scholarship: Recognizing New Practices in Academia
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    Chapter 260 Citizenship, Inclusion, and Education
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    Chapter 264 Childhood and Otherness
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    Chapter 265 Child-Animal Relations
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    Chapter 268 Childhood and Globalization
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    Chapter 272 Gender, Sexuality, and Marxism
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    Chapter 274 On Marxist Critical Ethnography
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    Chapter 277 Marxism, Critical Realism, and Education
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    Chapter 278 Critical Race Theory: a Marxist Critique
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    Chapter 279 Marxism and Disability Studies
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    Chapter 280 Political Economy of Charter Schools
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    Chapter 281 Marxism and Student Movements
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    Chapter 283 Field of Educational Administration and Its Coevolving Epistemologies
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    Chapter 285 Sociological Approaches to Educational Administration
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    Chapter 286 Foucault and Educational Administration
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    Chapter 287 Neoliberal Globalization and Educational Administration: Western and Developing Nation Perspectives
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    Chapter 288 Issues in the Aesthetics of Educational Administration
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    Chapter 289 Educational Administration and the Inequality of School Achievement
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    Chapter 292 Aesthetic Education
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    Chapter 298 Child
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    Chapter 300 Constructivism
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    Chapter 301 Cultural Studies and Public Pedagogy
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    Chapter 302 Deconstruction, Philosophy, Education
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    Chapter 303 Dennett, Daniel (1942–)
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    Chapter 305 Derrida’s Deconstruction Contra Habermas’s Communicative Reason
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    Chapter 308 The Diffusionist Model of Adoption of Digital Learning
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    Chapter 311 Emotions
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    Chapter 315 Environmental Education: A Field Under Siege
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    Chapter 317 Ethics and Education
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    Chapter 318 Feminism and Philosophy of Education
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    Chapter 323 Gramsci and Culture
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    Chapter 325 Habermas and the Problem of Indoctrination
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    Chapter 328 Hegel and Philosophy of Education (II)
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    Chapter 330 Horkheimer and Philosophy of Education
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    Chapter 331 Human Capital Theory and Education
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    Chapter 332 Humanistic Education
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    Chapter 333 Human Rights and Education
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    Chapter 334 Islam and the Philosophy of Education: The Three Approaches
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    Chapter 335 Knowledge, Violence, and Education
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    Chapter 339 John Locke’s Thoughts on Education
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    Chapter 341 Managerialism and Education
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    Chapter 343 Marx and Philosophy of Education
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    Chapter 345 Meaning and Teaching
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    Chapter 347 New School in Brazil
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    Chapter 348 Nietzsche and Education
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    Chapter 349 Nietzschean Education and Gelassenheit-Education
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    Chapter 350 Nietzsche’s Schopenhauer and Education
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    Chapter 356 Philosophy of Education: Its Current Trajectory and Challenges
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    Chapter 363 Rancière on Radical Equality and Adult Education
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    Chapter 363 Jacques Rancière on Radical Equality and Adult Education
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    Chapter 366 Schopenhauer and Nietzsche on Moral Growth
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    Chapter 367 Socratic Dialogue: A Comparison Between Ancient and Contemporary Method
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    Chapter 368 Three Views of Philosophy and Multiculturalism: Searle, Rorty, and Taylor
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    Chapter 369 Truth and the Pragmatic Theory of Learning
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    Chapter 371 Virtue Epistemology and Education
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    Chapter 372 Deleuze and Guattari: Politics and Education
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    Chapter 372 Deleuze and Guattari: Politics and Education
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    Chapter 373 Deleuze, Religion and Education
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    Chapter 374 Deleuze, Ontology, and Mathematics
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    Chapter 379 Social Imaginaries: An Overview
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    Chapter 381 Social Imaginaries and the New Education Fellowship
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    Chapter 382 Social Imaginaries and Inclusion
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    Chapter 384 Social Imaginaries and Deschooling
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    Chapter 387 Social Imaginaries and Econometrics for Education Policy
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    Chapter 391 Improvement and Accountability Functions of Assessment: Impact on Teachers Thinking and Action
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    Chapter 391 Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action
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    Chapter 392 Political Aspects of Assessment
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    Chapter 397 Social Imaginaries and Democratic Teaching and Learning
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    Chapter 400 Fairness in Educational Assessment
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    Chapter 401 Wittgenstein and the Learning of Emotions
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    Chapter 402 Wittgenstein and Philosophy of Education: A Feminist Reassessment
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    Chapter 403 On “the Temptation to Attack Common Sense”
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    Chapter 404 Wittgenstein and the Path of Learning
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    Chapter 406 Allegedly Conservative: Revisiting Wittgenstein’s Legacy for Philosophy of Education
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    Chapter 409 Wittgenstein as Educator
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    Chapter 410 Wittgenstein and the Philosophy of the Subject
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    Chapter 416 The Philosophical Roots of Gilligan-Kohlberg Controversy
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    Chapter 417 Gilligan-Kohlberg Controversy
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    Chapter 418 Castoriadis on Autonomy and Heteronomy
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    Chapter 419 Indoctrination and the Un-growth of Morality
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    Chapter 422 Competitive Education Harms Moral Growth
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    Chapter 424 Critical Gender Studies as a Lens on Education and Schooling
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    Chapter 425 Critical Perspectives on Postfeminist Discourses
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    Chapter 435 Frankl and the Philosophy of Moral Growth
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    Chapter 444 Environment and Education
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    Chapter 471 Viewing Early Years’ Curriculum Through Poststructuralist Lenses
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    Chapter 484 Curriculum as a Governing Device
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    Chapter 486 Adult and Continuing Education in the Nordic Countries: Folkbildning
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    Chapter 488 Sketching the Multiple Relevance of Postmodernism to Educational Theory
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    Chapter 491 Levinas in the Philosophy of Education
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    Chapter 493 Derrida: Language, Text, and Possibilities
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    Chapter 496 Cavell and Postmodern Education
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    Chapter 504 Real Recognize Real: Local Hip-Hop Cultures and Global Imbalances in the African Diaspora
Attention for Chapter 563: Integrating Sciences and Engineering in the Liberal Arts Curriculum
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Chapter title
Integrating Sciences and Engineering in the Liberal Arts Curriculum
Chapter number 563
Book title
Encyclopedia of Educational Philosophy and Theory
Published by
Springer Singapore, January 2017
DOI 10.1007/978-981-287-532-7_563-1
Book ISBNs
978-9-81-287532-7
Authors

Carl Gombrich

Editors

Michael A. Peters

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Readers by discipline Count As %
Social Sciences 1 100%