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  1. Democracy and education : An introduction to the philosophy of education.John Dewey - 1916 - Mineola, N.Y.: Macmillan. Edited by Nicholas Tampio.
    Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.
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  • (1 other version)Experience and education.John Dewey - 1998 - West Lafayette, Ind.: Kappa Delta Pi.
    Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.
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  • What is Called Thinking?M. Heidegger - unknown
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  • Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.
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  • Leadership and the New Science: Discovering Order in a Chaotic World.Margaret J. Wheatley - 2010 - ReadHowYouWant.com.
    A bestseller--more than 300,000 copies sold, translated into seventeen languages, and featured in the Los Angeles Times, Washington Post, Miami Herald, Harvard Business Review, Fast Company, and Fortune; Shows how discoveries in quantum physics, biology, and chaos theory enable us to deal successfully with change and uncertainty in our organizations and our lives; Includes a new chapter on how the new sciences can help us understand and cope with some of the major social challenges of our timesWe live in a (...)
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  • Markets, managers, and theory in education.John Halliday - 1990 - New York: Falmer Press.
    Introduction During the past ten years or so, there seems to have been a constant supply of statements, policies and arguments that assert or purport to ...
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  • Teaching thinking, and the sanctity of content.Michael Bonnett - 1995 - Journal of Philosophy of Education 29 (3):295–309.
    There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that (...)
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  • The changing work of infant teachers: Some policy issues.R. J. Campbell, L. Evans, S. R. St John Neill & A. Packwood - 1992 - British Journal of Educational Studies 40 (2):149-162.
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  • Education policy, power relations and teachers’ work.Stephen J. Ball - 1993 - British Journal of Educational Studies 41 (2):106-121.
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  • Beyond the Present and the Particular: A Theory of Liberal Education.Charles Bailey - 1984 - Routledge.
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  • Assessing the National Curriculum.Philip O'hear & John White - 1993 - British Journal of Educational Studies 41 (4):427-429.
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  • Educational research and reform: Some implications for the professional identity of early years teachers.Iram Siraj-Blatchford - 1993 - British Journal of Educational Studies 41 (4):393-408.
    This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so-called 'Three Wise Men's Report', have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general and (...)
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  • Education Answers Back: Critical Responses to Government Policy.Clyde Chitty & Brian Simon - 1993 - British Journal of Educational Studies 41 (3):314-316.
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