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Results: 90
Number of items: 90
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    van Goor, R. L. C. (2012). Facing epistemic uncertainty: characteristics, possibilities, and limitations of a discursive contextualist approach to philosophy of education. [Thesis, fully internal, Universiteit van Amsterdam]. Vossiuspers UvA.
  • Lepková, K., Heyting, F., & Mulder, E. (2005). Constructing Czechoslovakia : The meaning of "intelligence" in Czechoslovak educational discourse, 1900-1939. Journal of the History of the Behavioral Sciences, 41(1), 25-41. https://doi.org/10.1002/jhbs.20046
  • Heyting, F. (2004). Relativism and the critical potential of philosophy of education. Journal of Philosophy of Education, 38(3), 493-510. https://doi.org/10.1111/j.0309-8249.2004.00400.x
  • Heyting, F., & Winch, C. (2004). The role of critique in philosophy of education: its subject matter and its ambiguities. Journal of Philosophy of Education, 38(3), 311-321. https://doi.org/10.1111/j.0309-8249.2004.00387.x
  • Heyting, G. F. (2004). Beobachtungen zur internationalen Anschlussfähigkeit der Allgemeinen Erziehungswissenschaft in Deutschland. Zeitschrift für Pädagogik, 50(1), 99-111.
  • Hemrica, J., & Heyting, F. (2004). Tacit notions of childhood : an analysis of discourse about child participation in decision-making regarding arrangements in case of parental divorce. Childhood, 11(4), 449-468. https://doi.org/10.1177/0907568204047106
  • Heyting, G. F. (2004). Pragmatische Präsuppositionen als Indikatoren pädagogischer Reflexion. In D. Lenzen (Ed.), rritationen des Erziehungssystems: pädagogische Resonanzen auf Niklas Luhmann (pp. 88-121). (Suhrkamp-Taschenbuch Wissenschaft; No. 1657). Suhrkamp.
  • Heyting, G. F., & Winch, C. (2004). Conformism and critique in liberal society : a collection of articles and companion papers [Special issue]. (Journal of philosophy of education; No. 38 (3)). Blackwell.
  • Hemrica, J. C., & Heyting, G. F. (2004). Opvoeding en recht in balans: vooronderstelde kindbeelden in discussies over jeugdstrafrecht. Pedagogiek, 24(2), 112-123.
  • van Goor, R., Heyting, G. F., & Vreeke, G. J. (2004). Beyond foundations: signs of a new normativity in philosophy of education. Educational Theory, 54(2), 173-192.
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