M A B Degenhardt
Biographic Data
| ID | 764989 |
|---|---|
| NAME | M A B Degenhardt |
| GIVEN NAMES | M A B |
| FAMILY NAME | Degenhardt |
| SIGNATURE | DEGENHARDT M A B |
| AFFILIATIONS | University of Tasmania |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 1 |
Richard Peters and Valuing Authenticity: Richard Peters and Valuing Authenticity
Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational …
Should Philosophy Express the Self
R. K. Elliott once commended R. S. Peters’ work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the se…
Art and intellect
Issues Educationists and the Flight From the Past
Science, Education and ‘The Ends of Life
(1989). SCIENCE, EDUCATION AND ‘THE ENDS OF LIFE’. Discourse: Studies in the Cultural Politics of Education: Vol. 9, No. 2, pp. 22-34
Philosophy of Education and the Historical
On Teaching Children to Understand People in Another Culture
∗ For constructive comments on this paper we wish to thank Suzanne De Salis, Heather Felton, David Mallick, Jane Naqvi, Derek Phillips, June Sculthorpe and John Notes ∗ For constructive comments on this paper we wish to thank Suzanne De Salis, Heather Felton, David Mallick, Jane Naqvi, Derek Phillips, June Sculthorpe and John
Education and the Value of Knowledge
Sartre, Imagination and Education1
Should Philosophy Express the Self
R. K. Elliott once commended R. S. Peters’ work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the se…
Sartre, Imagination and Education1
Education and the Value of Knowledge
Philosophy of Education and the Historical
On Teaching Children to Understand People in Another Culture
∗ For constructive comments on this paper we wish to thank Suzanne De Salis, Heather Felton, David Mallick, Jane Naqvi, Derek Phillips, June Sculthorpe and John Notes ∗ For constructive comments on this paper we wish to thank Suzanne De Salis, Heather Felton, David Mallick, Jane Naqvi, Derek Phillips, June Sculthorpe and John
Science, Education and ‘The Ends of Life
(1989). SCIENCE, EDUCATION AND ‘THE ENDS OF LIFE’. Discourse: Studies in the Cultural Politics of Education: Vol. 9, No. 2, pp. 22-34
Art and intellect
Issues Educationists and the Flight From the Past
Should Philosophy Express the Self
R. K. Elliott once commended R. S. Peters’ work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the se…
Richard Peters and Valuing Authenticity: Richard Peters and Valuing Authenticity
Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational …
Sociology (8 works) · Computer Science (5 works) · Epistemology (5 works) · Philosophy (5 works) · Philosophy (5 works) · Higher education (4 works) · Philosophy of education (4 works) · Psychology (4 works) · Education and Critical Thinking Development (3 works) · Law (3 works)