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  1. Democracy and education : An introduction to the philosophy of education.John Dewey - 1916 - Mineola, N.Y.: Macmillan.
    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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  • Lenin and philosophy, and other essays.Louis Althusser - 1971 - New York: Monthly Review Press.
    No figure among the western Marxist theoreticians has loomed larger in the postwar period than Louis Althusser. A rebel against the Catholic tradition in which he was raised, Althusser studied philosophy and later joined both the faculty of the Ecole normal superieure and the French Communist Party in 1948. Viewed as a "structuralist Marxist," Althusser was as much admired for his independence of intellect as he was for his rigorous defense of Marx. The latter was best illustrated in For Marx (...)
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  • Environmental Education and the Discourses of Humanist Modernity: redefining critical environmental literacy.William Scott Andrew Stables - 1999 - Educational Philosophy and Theory 31 (2):145-155.
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  • Experience and nature.John Dewey & Paul Carus Foundation - 1925 - London,: Open Court Publishing Company.
    This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...)
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  • Post‐Humanist Liberal Pragmatism? Environmental Education out of Modernity.Andrew Stables & William Scott - 2001 - Journal of Philosophy of Education 35 (2):269–279.
    The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well (...)
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  • Post-Humanist Liberal Pragmatism? Environmental Education out of Modernity.Andrew Stables & William Scott - 2001 - Journal of Philosophy of Education 35 (2):269-279.
    The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well (...)
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  • Environmental education and the discourses of humanist modernity: Redefining critical environmental literacy.Andrew Stables & William Scott - 1999 - Educational Philosophy and Theory 31 (2):145–155.
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  • The Cambridge Companion to Hume.David Fate Norton (ed.) - 1993 - New York: Cambridge University Press.
    David Hume is, arguably, the most important philosopher ever to have written in English. Although best known for his contributions to epistemology, metaphysics, and the philosophy of religion, Hume also made substantial and influential contributions to psychology and the philosophy of mind, ethics, the philosophy of science, political and economic theory, political and social history, and, to a lesser extent, aesthetic and literary theory. All facets of Hume's output are discussed in this volume, the first genuinely comprehensive overview of his (...)
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  • The Elizabethan World Picture.Eustace M. W. Tillyard - 1959 - Vintage/Ebury (a Division of Random.
    The Elizabethans took from the Middle Ages the modified view of the universe which, Platonic and biblical in origin, radically differed from our own. For them all creation was ranged in an unalterable order from the angels down to man - for whom the world existed - and thence to the beasts and plants. In this short study Dr Tillyard not only elucidates such fairly familiar - though often mystifying - concepts as the four elements, the celestial harmony of 'nine (...)
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  • The Cambridge Companion to Hume.David Fate Norton (ed.) - 1993 - New York: Cambridge University Press.
    David Hume is, arguably, the most important philosopher ever to have written in English. Although best known for his contributions to epistemology, metaphysics, and the philosophy of religion, Hume also made substantial and influential contributions to psychology and the philosophy of mind, ethics, the philosophy of science, political and economic theory, political and social history, and, to a lesser extent, aesthetic and literary theory. All facets of Hume's output are discussed in this volume, the first genuinely comprehensive overview of his (...)
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  • Retrieving nature: Education for a post-humanist age.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):549-730.
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  • Experience and Nature.John Dewey - 1958 - Les Etudes Philosophiques 15 (1):98-98.
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  • Experience and Nature.John Dewey - 1928 - Revue de Métaphysique et de Morale 35 (1):10-12.
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  • Experience and Nature.John Dewey - 1929 - Humana Mente 4 (16):555-558.
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  • The Reflex Arc Concept in Psychology.J. Dewey - 1896 - Philosophical Review 5:649.
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  • The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
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  • The Complete Essays of Montaigne.Michel Eyquem de Montaigne & Donald M. Frame - 1969 - Philosophy and Rhetoric 2 (4):237-241.
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