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  1. (2 other versions)Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
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  • (1 other version)Education as Initiation.L. Arnaud Reid & R. S. Peters - 1965 - British Journal of Educational Studies 13 (2):192.
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  • (1 other version)Education as initiation.R. S. Peters - 2006 - In Randall Curren (ed.), Philosophy of Education: An Anthology. Malden, MA: Wiley-Blackwell. pp. 192-205.
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  • Sincerity and authenticity.Lionel Trilling - 1972 - New York: Harcourt Brace Jovanovich.
    Surveys Western literature and thought to reveal the evolution of the ideals of sincerity and authenticity.
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  • The Postulated Author: Critical Monism as a Regulative Ideal.Alexander Nehamas - 1981 - Critical Inquiry 8 (1):133-149.
    The aim of interpretation is to capture the past in the future: to capture, not to recapture, first, because the iterative prefix suggests that meaning, which was once manifest, must now be found again. But the postulated author dispenses with this assumption. Literary texts are produced by very complicated actions, while the significance of even our simplest acts is often far from clear. Parts of the meaning of a text may become clear only because of developments occurring long after its (...)
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  • On 'What is History?': From Carr and Elton to Rorty and White.Keith Jenkins - 1995 - Routledge.
    Building on his highly successful Rethinking History, Keith Jenkins explores in greater detail the influence of these key figures.
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  • Historical understanding.Louis O. Mink - 1987 - Ithaca: Cornell University Press. Edited by Brian Fay, Eugene O. Golob & Richard T. Vann.
    Introduction: Between Crisis and Closure One of the truisms of the history of French philosophy is that it was the importation of German philosophy, ...
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  • Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.Samuel S. Wineburg - 2001
    Demolishes the conventional notion that there is one true history and one best way to teach it. Although most of us think of history and learn it as a conglomeration of facts, for professional historians it is a way of knowing, a method for developing anunderstanding about the relationships of peoples and events in the past.
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