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  1. Of identity and diversity (book II, chapter XXVII).John Locke - 1689 - In An essay concerning human understanding. New York: Oxford University Press.
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  • Introducing Islamic Critical Realism: A Philosophy for Underlabouring Contemporary Islam.Matthew L. N. Wilkinson - 2013 - Journal of Critical Realism 12 (4):419-442.
    This article makes the case for a contemporary philosophy of Islam to help Muslims surmount the challenges of postmodernity and to transcend the hiatuses and obstacles that Muslims face in their interaction and relationships with non-Muslims. It argues that the philosophy of critical realism so fittingly underlabours for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine and practice as to suggest and necessitate the development of a distinctive Islamic critical realist philosophy, social and educational theory and world-view, specifically (...)
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  • The Philosophy of Mathematics Education.Michael Cornelius & Paul Ernest - 1991 - British Journal of Educational Studies 39 (3):348.
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  • Intransitive, transitive and metacritical dimensions.M. Hartwig - 2007 - In Mervyn Hartwig (ed.), Dictionary of critical realism. New York: Routledge.
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  • People Can Not Only Open Closed Systems, They Can Also Close Open Systems.Jan Karlsson - 2011 - Journal of Critical Realism 10 (2):145-162.
    It is a contradictory argument to say on the one hand that social systems are always open and that there is nothing between closed and open systems, and on the other that there are pseudo-closed systems. Further, Petter Næss has shown that multivariate regression analysis can be used to help uncover mechanisms, something that should be impossible if social systems were always open. He has in addition found that the meaningful activity of urban planning requires for its existence the possibility (...)
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  • (4 other versions)Philosophical investigations.Ludwig Wittgenstein & G. E. M. Anscombe - 1953 - Revue Philosophique de la France Et de l'Etranger 161:124-124.
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  • A Realist Theory of Science.R. A. Sharpe - 1976 - Philosophical Quarterly 26 (104):284-285.
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  • Speaking Mathematically: Communication in Mathematics Classrooms.David Pimm - 1989 - British Journal of Educational Studies 37 (1):91-92.
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  • The Possibility of Naturalism: A Philosophical Critique of the Contemporary Human Sciences.G. N. Cantor - 1982 - Philosophical Quarterly 32 (128):280-281.
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  • Transcending the Dualisms of Activity Theory.Iskra Nunez - 2013 - Journal of Critical Realism 12 (2):141 - 165.
    This article employs the basic tenets of critical realism to provide a philosophical foundation for understanding and resolving the dualisms of activity theory. Its argument follows in four parts. First I develop an immanent critique that shows the problems within activity theory; it reveals that several dualisms were present from the onset, and further that an implicit ontology allows activity theorists to presuppose critical realism in practice. I claim that the historical development of activity theory is marked by attempts to (...)
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  • The Sociology of Mathematics Education: Mathematical Myths/Pedagogic Texts.Paul Dowling - 1998 - British Journal of Educational Studies 46 (3):330-332.
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  • Mind the gap!: An exercise in concrete universality.Iskra Nunez - 2012 - International Journal of Žižek Studies 6 (3).
    This paper argues that the warning: mind the gap, is useful in allowing us to think about the nature of the agent, the nature of knowledge, and the nature of reality. To this objective, I bring attention to various gaps: the inherent gap of the agent, the gap between ontology and epistemology, and the gaps between the domains of the real, the actual, and the empirical. In order to shed light on the nature of the agent, I draw upon Žižek’s (...)
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  • Critical realism.Mervyn Hartwig - 2007 - In Dictionary of critical realism. New York: Routledge.
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  • Investigating Critical Routes: The Politics of Mathematics Education and Citizenship in Capitalism.Maria Nikolakaki - 2010 - Philosophy of Mathematics Education Journal 25.
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