References of "Educational Philosophy & Theory"
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See detailPhilosophy of education for the public good: Five challenges and an agenda.
Biesta, Gert UL

in Educational Philosophy & Theory (2012), 44(6), 581-593

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See detailLearner, student, speaker. Why it matters how we call those we teach.
Biesta, Gert UL

in Educational Philosophy & Theory (2010), 42(4), 540-552

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See detail“This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education.
Biesta, Gert UL

in Educational Philosophy & Theory (2010), 42(7), 710-727

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See detailFrom representation to emergence: Complexity’s challenge to the epistemology of schooling.
Osberg, D. C.; Biesta, Gert UL; Cilliers, P.

in Educational Philosophy & Theory (2008), 40(1), 213-227

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See detailPhilosophical Arguments, Historical Contexts, and Theory of Education
Tröhler, Daniel UL

in Educational Philosophy & Theory (2007), 39(1), 10-19

This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of ... [more ▼]

This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that ‘timeless truths’ are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self-awareness is believed to be the proper starting position for theoretical statements about education. [less ▲]

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See detailHow is education possible?
Vanderstraeten, Raf; Biesta, Gert UL

in Educational Philosophy & Theory (2001), 33(1), 7-21

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