Andrew Stables
Datos Biográficos
| ID | 282028 |
|---|---|
| NOMBRE | Andrew Stables |
| NOMBRES | Andrew |
| APELLIDO | Stables |
| FIRMA | STABLES A |
| AFILIACIONES | University of Bath |
| ORCID | 0000-0002-6755-1806 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAS | 133 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2020 |
| ÍNDICE H | 7 |
Environmental Ethics and Ontologies
This paper will evaluate a range of humanist and posthumanist ethical positions as useful bases for environmental education. It will conclude that a range of such positions can be seen as embracing respect for non-human nature. Therefore, environmental education can effectively embrace ethical pluralism to some extent. Embracing a degree of pluralism potentially makes it easier for teachers and students with a wide range of preconceptions to beco…
New Localism
Semiotics and Transitionalist Pragmatism
Colin Koopman identifies a longstanding tension between experiential givenism and linguisticism in forms of pragmatism, and offers semiotics as a candidate for resolving this. In this paper, I offer a pansemiotic account that construes the universe as events, and experience as implication in events. This process account resonates strongly with most of Koopman's aspirations for transitionalist pragmatism, but with one notable exception: it is stro…
Changing schools
This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S.…
After postmodernism in educational theory
"After postmodernism in educational theory?." Educational Philosophy and Theory, 50(14), pp. 1568–1569
Learning and adaptation from a semiotic perspective
This paper discusses the relation between learning and adaptation, arguing that the current state of the art in semiotics suggests a continuity between the two. An overview of the relevant theories in this regard, as considered in semiotics, reveals an embodied and environmental account of learning, where language plays an important but nevertheless limited role. Learning and adaptation are seen as inseparable cases of semiotic modelling. Such a …
Maximal preference utilitarianism as an educational aspiration
This paper attempts to square libertarian principles with the reality of formal education by asking how far we should and can allow people to do as they wish in educational settings. The major focus is on children in schools, as the concept ‘childhood’ ipso facto implies restrictions on doing as one wishes, and schools as institutions entail inevitable constraints. Children by definition (however contested) tend to enjoy stronger protection right…
Predicating from an Early Age
This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An inve…
Edusemiotics as process semiotics
Standard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never…
Peirce and Rationalism
While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy (semiotics included) can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind-body divide that both pe…
Conceptions of effort among students, teachers and parents within an English secondary school
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualita…
Synthetic synchronisation
Educational literature has tended to focus, explicitly and implicitly, on two kinds of task orientation: the ability either to focus on a single task, or to multi-task. A third form of orientation characterises many highly successful people. This is the ability to combine several tasks into one: to ‘kill two (or more) birds with one stone’. This skill characterises people with initiative, who exercise judgment, deliberation and creative imaginati…
The unsustainability imperative? Problems with ‘sustainability’ and ‘sustainable development’ as regulative ideals
Normality is imminently catastrophic. Climate change is a contemporary instantiation of the perpetual sense of crisis that characterises the human condition, and concepts such as sustainability and resilience serve as regulative ideals (cf. beauty, perfection, and truth) in the fight against ubiquitous unsustainability. Unsustainability is an aspect of time, and is thus, in Kantian terms, a fundamental schema underlying the categories of human un…
Response to Inna Semetsky’s Review of Be(com)ing Human
Re-symbolization of the self
Re-symbolization of the self: human development and tarot hermeneutic." Social Semiotics, 22(3), pp. 351–352
Interpretation as Adaptation
The argument challenges dominant approaches to education for sustainability through adopting a theoretical framework grounded in broad ontological realism but epistemological relativism, consonant with both Darwin and a fully semiotic account of living and learning (CitationStables & Gough, 2006; CitationStables, 2005, 2006). This framework draws together strands from a number of areas of academic inquiry, and is set out in an introductory sectio…
Making Meaning and Using Natural Resources
A natural resource is not given, but depends on human knowledge for its exploitation. Thus a ‘unit of resource’ is, to a significant degree, a ‘unit of meaning’, and education is potentially important not only for the use of resources but also for their creation. The paper draws on poststructuralism to confirm the intuition that it would be misleading to conceive of ‘units’ of meaning. However, it is commonly acceptable to conceive of ‘units’ of …
Response to Gert Biesta’s Review of Childhood and the Philosophy of Education
The Unnatural Nature of Nature and Nurture
Lost in Space? Located in place
This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environm…
Can ‘sensibility’ be re-‘associated’? Reflections on T.S. Eliot and the possibility of educating for a sustainable environment
The paper considers T.S. Eliot's ‘dissociation of sensibility’ thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators…
The Song of the Earth
In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involvin…
From semiosis to social policy
The argument moves through three stages. In the first, the case is made for accepting ‘living is semiotic engagement’ as ‘a foundational statement for a postfoundational age’. This requires a thoroughgoing rejection of mind-body substance dualism, and a problematisation of humanism. In the second, the hazardous endeavour of applying the above perspective to social policy begins with a consideration of the sine qua non(s) underpinning such an appl…
Language and meaning in environmental education
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value‐free package that can be ‘delivered’. In a variety of ways, contributors to this volume address the issues involved in re‐engineering the discourse of environmental education, and education more broadly, towards an overriding concern wit…
Your Post Has Been Removed
This important book illuminates our shadowy intuitions concerning the power of the “tech giants,” especially Facebook and Google. These companies (along with YouTube and Twitter) are mainly concern
Learning and adaptation from a semiotic perspective
This paper discusses the relation between learning and adaptation, arguing that the current state of the art in semiotics suggests a continuity between the two. An overview of the relevant theories in this regard, as considered in semiotics, reveals an embodied and environmental account of learning, where language plays an important but nevertheless limited role. Learning and adaptation are seen as inseparable cases of semiotic modelling. Such a …
Who Drew the Sky? Conflicting assumptions in environmental education
(2001). Who Drew the Sky? Conflicting assumptions in environmental education. Educational Philosophy and Theory: Vol. 33, No. 2, pp. 245-256
Environmental Education and the Discourses of Humanist Modernity
(1999). Environmental Education and the Discourses of Humanist Modernity: redefining critical environmental literacy. Educational Philosophy and Theory: Vol. 31, No. 2, pp. 145-155
Language and Meaning in Environmental Education
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value-free package that can be 'delivered'. In a variety of ways, contributors to this volume address the issues involved in re-engineering the discourse of environmental education, and education more broadly, towards an overriding concern wit…
Post‐Humanist Liberal Pragmatism? Environmental Education out of Modernity
Journal Article Post-Humanist Liberal Pragmatism? Environmental Education out of Modernity Get access Andrew Stables, Andrew Stables Correspondence: Andrew Stables and William Scott, Centre for Research in Education and the Environment, Department of Education, University of Bath, Bath BA2 7AY, [email protected] William Scott Centre for Research in Education and the Environment, Department of Education, University of Bath, Bath BA2 7AY, UK. E-…
The Quest for Holism in Education for Sustainable Development
Sustainable development' is a 'paradoxical compound policy slogan' (Stables, 1996), of a type rhetorically constructed to appeal simultaneously to apparently opposed interest groups, and is widely recognised to be a contested notion. Indeed, structuralist and post-structuralist theories hold that no terms can have uncontested, stable meanings--even 'education'. Notwithstanding, environmental education (EE) has often been associated with a quest f…
Weak and Strong Conceptions of Environmental Literacy
References to environmental literacy in the environmental education literature tend not to pay specific attention to fundamental debates about literacy, for example concerning the limits of textuality. If it can be argued that we 'read' the environment, then the scope of environmental literacy is even larger than that of environmental education. However, it is hard to justify the relevance of 'literacy' in a narrower sense than this as any more t…
Environmental Literacy
The author has argued elsewhere for an increased role for linguistics and literary studies within environmental education. Here he argues that the tripartite division of literacy skills as functional, cultural and critical can be useful in both planning and evaluating programmes of environmental education. As exemplification of the latter, the model is applied to a brief discussion of the School Curriculum and Assessment Authority (SCAA) guidelin…
Interpretation as Adaptation
The argument challenges dominant approaches to education for sustainability through adopting a theoretical framework grounded in broad ontological realism but epistemological relativism, consonant with both Darwin and a fully semiotic account of living and learning (CitationStables & Gough, 2006; CitationStables, 2005, 2006). This framework draws together strands from a number of areas of academic inquiry, and is set out in an introductory sectio…
Making Meaning and Using Natural Resources
A natural resource is not given, but depends on human knowledge for its exploitation. Thus a ‘unit of resource’ is, to a significant degree, a ‘unit of meaning’, and education is potentially important not only for the use of resources but also for their creation. The paper draws on poststructuralism to confirm the intuition that it would be misleading to conceive of ‘units’ of meaning. However, it is commonly acceptable to conceive of ‘units’ of …
Qualitative Inquiry as Gegenwerk
In this article, the authors apply the findings of research into transitional processes in the arts to a consideration of qualitative research. They identify and describe four types of transitional practice: the transferential, the transformational, the transpositional, and the transgressional. Transitional practices in both art and research are found to be dialectical, involving presencing and absencing, doing and undoing, and repetition with mo…
Changing schools
This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S.…
Peirce and Rationalism
While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy (semiotics included) can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind-body divide that both pe…
Lost in Space? Located in place
This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environm…
School as imagined community in discursive space
A school, like a nation, is a complex system existing in discursive rather than physical geographical space (other than as a set of buildings). The meaning of ‘school’ is therefore dependent on actors' perceptions, and these are dependent on factors apparently beyond the school. Research evidence relating to such perceptions comes not as data or phenomena, in the sense of observable behaviour subject to mathematical laws, but rather as phenomenog…
Environmental Ethics and Ontologies
This paper will evaluate a range of humanist and posthumanist ethical positions as useful bases for environmental education. It will conclude that a range of such positions can be seen as embracing respect for non-human nature. Therefore, environmental education can effectively embrace ethical pluralism to some extent. Embracing a degree of pluralism potentially makes it easier for teachers and students with a wide range of preconceptions to beco…
Conceptions of effort among students, teachers and parents within an English secondary school
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualita…
The unsustainability imperative? Problems with ‘sustainability’ and ‘sustainable development’ as regulative ideals
Normality is imminently catastrophic. Climate change is a contemporary instantiation of the perpetual sense of crisis that characterises the human condition, and concepts such as sustainability and resilience serve as regulative ideals (cf. beauty, perfection, and truth) in the fight against ubiquitous unsustainability. Unsustainability is an aspect of time, and is thus, in Kantian terms, a fundamental schema underlying the categories of human un…
The Song of the Earth
In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involvin…
Language and meaning in environmental education
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value‐free package that can be ‘delivered’. In a variety of ways, contributors to this volume address the issues involved in re‐engineering the discourse of environmental education, and education more broadly, towards an overriding concern wit…
Reading the Environment as Text
In recent decades there has been a radical redefinition of the notion of text. This has resulted in the widespread acceptance of critical theory and discourse analysis as valid means of studying a wide range of social practices. It is less common practice to regard the physical world as text, though an argument can be constructed for so doing. Environmental education, however, is specifically concerned with human use of physical resources. It can…
Semiotics and Transitionalist Pragmatism
Colin Koopman identifies a longstanding tension between experiential givenism and linguisticism in forms of pragmatism, and offers semiotics as a candidate for resolving this. In this paper, I offer a pansemiotic account that construes the universe as events, and experience as implication in events. This process account resonates strongly with most of Koopman's aspirations for transitionalist pragmatism, but with one notable exception: it is stro…
Response to Inna Semetsky’s Review of Be(com)ing Human
Response to Gert Biesta’s Review of Childhood and the Philosophy of Education
The Unnatural Nature of Nature and Nurture
Paradox in Compound Educational Policy Slogans
This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice
Paradox in compound educational policy slogans
This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice. Key words: educational policyslogansequal oppor…
Reading the Environment as Text
In recent decades there has been a radical redefinition of the notion of text. This has resulted in the widespread acceptance of critical theory and discourse analysis as valid means of studying a wide range of social practices. It is less common practice to regard the physical world as text, though an argument can be constructed for so doing. Environmental education, however, is specifically concerned with human use of physical resources. It can…
Environmental Literacy
The author has argued elsewhere for an increased role for linguistics and literary studies within environmental education. Here he argues that the tripartite division of literacy skills as functional, cultural and critical can be useful in both planning and evaluating programmes of environmental education. As exemplification of the latter, the model is applied to a brief discussion of the School Curriculum and Assessment Authority (SCAA) guidelin…
Proximity and Distance
Journal Article Proximity and Distance: Moral Education and Mass Communication Get access Andrew Stables Andrew Stables Correspondence: Andrew Stables Department of Education, University of Bath, Bath BA2 7AY, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 3, November 1998, Pages 399–407, https://doi.org/10.1111/1467-9752.00104 Published: 16 December 2002
Environmental Education and the Discourses of Humanist Modernity
(1999). Environmental Education and the Discourses of Humanist Modernity: redefining critical environmental literacy. Educational Philosophy and Theory: Vol. 31, No. 2, pp. 145-155
Weak and Strong Conceptions of Environmental Literacy
References to environmental literacy in the environmental education literature tend not to pay specific attention to fundamental debates about literacy, for example concerning the limits of textuality. If it can be argued that we 'read' the environment, then the scope of environmental literacy is even larger than that of environmental education. However, it is hard to justify the relevance of 'literacy' in a narrower sense than this as any more t…
Language and Meaning in Environmental Education
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value-free package that can be 'delivered'. In a variety of ways, contributors to this volume address the issues involved in re-engineering the discourse of environmental education, and education more broadly, towards an overriding concern wit…
Post‐Humanist Liberal Pragmatism? Environmental Education out of Modernity
Journal Article Post-Humanist Liberal Pragmatism? Environmental Education out of Modernity Get access Andrew Stables, Andrew Stables Correspondence: Andrew Stables and William Scott, Centre for Research in Education and the Environment, Department of Education, University of Bath, Bath BA2 7AY, [email protected] William Scott Centre for Research in Education and the Environment, Department of Education, University of Bath, Bath BA2 7AY, UK. E-…
Who Drew the Sky? Conflicting assumptions in environmental education
(2001). Who Drew the Sky? Conflicting assumptions in environmental education. Educational Philosophy and Theory: Vol. 33, No. 2, pp. 245-256
The Quest for Holism in Education for Sustainable Development
Sustainable development' is a 'paradoxical compound policy slogan' (Stables, 1996), of a type rhetorically constructed to appeal simultaneously to apparently opposed interest groups, and is widely recognised to be a contested notion. Indeed, structuralist and post-structuralist theories hold that no terms can have uncontested, stable meanings--even 'education'. Notwithstanding, environmental education (EE) has often been associated with a quest f…
From discrimination to deconstruction
Criticality is often specified as a key performance criterion in higher education, particularly in humanities and social science disciplines, yet it is by no means an unproblematic term to define. Four dominant conceptions of criticality are here identified, three as developments of or responses to Enlightenment rationalism and one in self-conscious opposition to Enlightenment assumptions. The appropriateness of each of these to work in the cultu…
School as imagined community in discursive space
A school, like a nation, is a complex system existing in discursive rather than physical geographical space (other than as a set of buildings). The meaning of ‘school’ is therefore dependent on actors' perceptions, and these are dependent on factors apparently beyond the school. Research evidence relating to such perceptions comes not as data or phenomena, in the sense of observable behaviour subject to mathematical laws, but rather as phenomenog…
Responsibility beyond rationality
A key challenge for education is to encourage children to act responsibly. If ‘spiritual literacy’ does not involve an autonomous, rational soul capable of ‘reading and writing the world as God intended’, it must refer to ethical (and perhaps religious) capacity in relation to contingent actions in a context free of moral absolutes. In relation to the former, Kant's Categorical Imperative supposed that actions are either right or wrong according …
Can Education Save the World? A Response to David Gruenewald
Any commitment to education for sustainability assumes that teaching and learning can reduce or prevent damage to the biosphere. However, such an assumption remains deeply problematic. David Gruenewald’s is only one of several possible epistemological positions. This article discusses the variety of such positions, arguing for that which might variously be interpreted as either pragmatic, postfoundationalist, or poststructuralist, and concluding …
Student teachers' concepts of literacy and numeracy
The UK Government's Key Stage 3 Strategy (KS3S) aims to transform teachers' approaches, including pedagogy, and pupils' expectations in England. It places new demands on specialist subject teachers to undertake cross‐curricular work in the fields of literacy and numeracy development. However, there are insufficient research data concerning trainee teachers' readiness for such a broadening of their responsibilities, and it is also unclear whether,…
Qualitative Inquiry as Gegenwerk
In this article, the authors apply the findings of research into transitional processes in the arts to a consideration of qualitative research. They identify and describe four types of transitional practice: the transferential, the transformational, the transpositional, and the transgressional. Transitional practices in both art and research are found to be dialectical, involving presencing and absencing, doing and undoing, and repetition with mo…
From semiosis to social policy
The argument moves through three stages. In the first, the case is made for accepting ‘living is semiotic engagement’ as ‘a foundational statement for a postfoundational age’. This requires a thoroughgoing rejection of mind-body substance dualism, and a problematisation of humanism. In the second, the hazardous endeavour of applying the above perspective to social policy begins with a consideration of the sine qua non(s) underpinning such an appl…
Language and meaning in environmental education
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value‐free package that can be ‘delivered’. In a variety of ways, contributors to this volume address the issues involved in re‐engineering the discourse of environmental education, and education more broadly, towards an overriding concern wit…
The Song of the Earth
In The Song of the Earth, Jonathan Bate promotes ‘ecopoesis’, contrasting it with ‘ecopolitical’ poetry (and by implication, other forms of writing and expression). Like others recently, including Simon James and Michael Bonnett, he appropriates the notion of ‘dwelling’ from Heidegger to add force to this distinction. Bate's argument is effectively that we have more chance of protecting the environment if we engage in ecopoetic activity, involvin…
Can ‘sensibility’ be re-‘associated’? Reflections on T.S. Eliot and the possibility of educating for a sustainable environment
The paper considers T.S. Eliot's ‘dissociation of sensibility’ thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators…
The Unnatural Nature of Nature and Nurture
Lost in Space? Located in place
This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environm…
Making Meaning and Using Natural Resources
A natural resource is not given, but depends on human knowledge for its exploitation. Thus a ‘unit of resource’ is, to a significant degree, a ‘unit of meaning’, and education is potentially important not only for the use of resources but also for their creation. The paper draws on poststructuralism to confirm the intuition that it would be misleading to conceive of ‘units’ of meaning. However, it is commonly acceptable to conceive of ‘units’ of …
Response to Gert Biesta’s Review of Childhood and the Philosophy of Education
Sociology (35 obras) · Epistemology (31 obras) · Philosophy (28 obras) · Political science (25 obras) · Philosophy (24 obras) · Law (18 obras) · Law (16 obras) · Pedagogy (15 obras) · Psychology (15 obras) · Computer Science (14 obras)