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  1. Politics: Books V and Vi.David Aristotle Keyt (ed.) - 1999 - Cambridge, Mass.: Oxford University Press UK.
    Books V and VI of Aristotle's Politics constitute a manual on practical politics. In the fifth book Aristotle examines the causes of faction and constitutional change and suggests remedies for political instability. In the sixth book he offers practical advice to the statesman who wishes to establish, preserve, or reform a democracy or an oligarchy. He discusses many political issues, theoretical and practical, which are still widely debated today--revolution and reform, democracy and tyranny, freedom and equality. David Keyt presents a (...)
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  • Perfecting the individual: Wilhelm Von humboldt's concept of anthropology, bildung and mimesis.Christoph Wulf - 2003 - Educational Philosophy and Theory 35 (2):241–249.
    (2003). Perfecting the Individual: Wilhelm von Humboldt's concept of anthropology, Bildung and mimesis. Educational Philosophy and Theory: Vol. 35, No. 2, pp. 241-249.
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  • Feeling the force of argument.Brendan Larvor - 2009 - In Andrea Kenkmann (ed.), Teaching Philosophy. Continuum. pp. 134-152.
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  • Performing for the students: Teaching identity and the pedagogical relationship.James Stillwaggon - 2008 - Journal of Philosophy of Education 42 (1):67-83.
    Teacher identity is defined in its relations, on the one hand, to curriculum and, on the other, to students: to be identified as a teacher is to be taken by the latter as a bearer of the former. In this essay I consider some variations on theorising teacher identity within these relational terms. Beginning with the educational task of cultivating student subjects within the often impersonal aims of curriculum, I reject a correspondingly personalised production of teacher identity that would humanise (...)
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  • Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW]Gert J. J. Biesta - 1998 - Studies in Philosophy and Education 17 (2/3):73-99.
    This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It (...)
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  • Emulation learning and cultural learning.Michael Tomasello - 1998 - Behavioral and Brain Sciences 21 (5):703-704.
    Byrne & Russon redefine the process of emulation learning as “goal emulation” and thereby distort its most distinctive characteristic: the criterion that the observer focuses on environmental rather than behavioral processes. The two empirical examples recounted – gorilla plant processing and orangutan manipulation of human artifacts – are hierarchically organized behaviors, but there is very little evidence that they involve imitative learning, program-level or otherwise.
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  • (3 other versions)Paideia, the Ideals of Greek Culture.G. M. A. Grube & Werner Jaeger - 1947 - American Journal of Philology 68 (2):200.
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  • Essays on Aristotle’s Rhetoric.Amélie O. Rorty - 1996 - Philosophy and Rhetoric 30 (4):447-450.
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  • (1 other version)Aristotle's Rhetoric: an Art of Character.Eugene Garver - 1997 - Philosophical Quarterly 47 (189):540-542.
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