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  • 1
    Electronic Resource
    Electronic Resource
    THE CONCEPT OF “TEACHABILITY” (2003)
    Oxford, UK : Blackwell Publishing Ltd
    Educational theory 53 (2003), S. 0 
    Details
    ISSN: 1741-5446
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1741-5446.2003.00075.x
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Theory and Practice: the Politics of Philosophical Character (2004)
    Oxford, UK : Blackwell Publishing
    Journal of philosophy of education 38 (2004), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: This essay explores the thorny issue of theory and practice, partly in response to the special issue of the Journal of Philosophy of Education (37.2, 2003) but more especially as a way of offering a critique of Joseph Dunne's book, Back to the Rough Ground (1993). It argues that Dunne's notion of phronetic techne risks the reduction of philosophy to the merely instrumental, and, in turn, that this approach threatens the significance of philosophical character.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.0309-8249.2004.00404.x
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    For and Of the Truth: ‘Upbuilding’ Higher Education in Church Colleges (2003)
    Oxford, UK : Blackwell Publishing
    Journal of philosophy of education 37 (2003), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: This article argues that church colleges of higher education, in their desire to be distinctive, can benefit from rethinking the relationship between the philosophical and the religious in order to retrieve a view of higher education as ‘upbuilding’. This will be achieved by illustrating how the central idea of speculative philosophy—that our learning about truth occurs in and through the phenomenology of aporetic experiences of the conditions of possibility—can contribute to the debate within church colleges regarding what is different about their higher education. In short I will argue that Hegel and Kierkegaard (amongst others) find the aporetic experience of contingency to be of absolute significance. In what follows I will show how the religious and the philosophical are both constitutive of that absolute significance and how, when allowed to re-form each other, then together (and apart) they commend the kind of ‘upbuilding’ higher education that church colleges espouse.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1467-9752.3701004
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
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