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  1. Postmodernism and its Challenge to the Discipline of History: Implications for History Education.Kaya Yilmaz - 2010 - Educational Philosophy and Theory 42 (7):779-795.
    There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. (...)
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  • Chapter 9 On Concepts: The General and the Particular.Sheila Webb - 2020 - Journal of Philosophy of Education 54 (6):1629-1643.
    In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and particular is used to re-emphasise the unity of (...)
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