- COMPLEXITY, DIALOGUE, AND DEMOCRACY: THE EDUCATIONAL IMPLICATIONS.Susan T. Gardner - 2022 - Journal of Didactics of Philosophy 6 (1):1-17.details
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AUTHENTICITY: IT SHOULD AND CAN BE NURTURED.Susan T. Gardner - 2015 - Mind, Culture, and Activity 22 (4):392-401.details
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Guardians of the Possibility that Claims Can Be False.Susan T. Gardner - 2020 - Open Journal for Studies in Philosophy 4 (1):11-24.details
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A dialogue in support of social justice.Susan Gardner & Daniel Johnson - 2019 - Praxis 23 (10):216-233.details
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Does philosophy kill culture?Susan T. Gardner & Jason Chen - 2020 - Journal of Philosophy in Schools 7 (1):4.details
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Perceiving “The Philosophical Child”: A Guide for the Perplexed.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (2):73-76.details
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Commentary on 'Inquiry is no mere conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.details
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Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - 2017 - Teaching Ethics.details
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Using engaged philosophical inquiry to deepen young children’s understanding of environmental sustainability: Being, becoming and belonging.Margaret MacDonald, Warren Bowen & Cher Hill - 2017 - Journal of Philosophy in Schools 4 (1):50-73.details
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Sharing Space with Other Animals: Early Childhood Education, Engaged Philosophical Inquiry, and Sustainability.Warren Bowen - 2016 - Analytic Teaching and Philosophical Praxis 37 (1):20-29.details
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What Kind of Magnet Is Freedom?Susan T. Gardner - 2020 - Analytic Teaching and Philosophical Praxis 40 (1):60-70.details
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Review of “Academic Philosophy: An Uncommonly Creative, Imaginative and Challenging Curriculum”. [REVIEW]Richard Morehouse - 2017 - Analytic Teaching and Philosophical Praxis 37 (2):41-45.details
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