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  1. (1 other version)Introduction to phenomenology.Dermot Moran - 2000 - New York: Routledge.
    Introduction to Phenomenology is an outstanding and comprehensive guide to an important but often little-understood movement in European philosophy. Dermot Moran lucidly examines the contributions of phenomenology's nine seminal thinkers: Brentano, Husserl, Heidegger, Gadamer, Arendt, Levinas, Sartre, Merleau-Ponty and Derrida. Written in a clear and engaging style, this volume charts the course of the movement from its origins in Husserl to its transformation by Derrida. It describes the thought of Heidegger and Sartre, phenomenology's most famous thinkers, and introduces and assesses (...)
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  • Being and time.Martin Heidegger, John Macquarrie & Edward Robinson - 1962 - New York,: Harper.
    A revised translation of Heidegger's most important work.
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  • Heidegger and modern philosophy: critical essays.Michael Murray (ed.) - 1978 - New Haven: Yale University Press.
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  • Poetry, Language, Thought.Martin Heidegger - 1971 - Journal of Aesthetics and Art Criticism 31 (1):117-123.
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  • (2 other versions)Kinds of thinking, styles of reasoning.Michael A. Peters - 2007 - Educational Philosophy and Theory 39 (4):350–363.
    There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of (...)
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  • (1 other version)The teaching of skills and the skills of teaching: A reply to Robin Barrow.Morwenna Griffiths - 1987 - Journal of Philosophy of Education 21 (2):203–214.
    Morwenna Griffiths; The Teaching of Skills and the Skills of Teaching: a reply to Robin Barrow, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2.
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  • Beyond the Self: Wittgenstein, Heidegger and the Limits of Language.Paul Standish - 1992
    This book explores contrasting conceptions of "language and its limits". Aspects of the prevailing positivism are criticized and this extends to an examination of the wayward use of language in education (with particular reference to the language of curriculum planning and policy making). The account of language provides the basis for a critique of contemporary ideas of the self. This in turn leads to a challenging of the centrality of agency and of the idea of autonomy. The positive thesis is (...)
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  • Representational Mind: A Study of Kant's Theory of Knowledge.Martin Heidegger - 1983 - Bloomington: Indiana University Press.
    Continues and extends explorations begun in Being and Time.
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  • Basic problems of phenomenology (winter semester 1919/1920).Martin Heidegger - 2012 - New York: Continuum. Edited by Scott M. Campbell.
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  • What is Called Thinking?M. Heidegger - unknown
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