Inclusive Pedagogy
Beyond Simple Content
Bibliographic Data
| ID | 12147406 |
|---|---|
| Authors | Sheila Lintott (corresponding author), Lissa Skitolsky |
| Year | 2016 |
| Volume | 31 |
| Issue | 2 |
| Pages | 447-459 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hypatia (JOURNAL) |
| Journal identifiers | ISSN: 0887-5367 • E-ISSN: 1527-2001 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1111/hypa.12247 |
| OpenAlex | W2369860168 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
I would define the episteme retrospectively as the strategic apparatus which permits of separating out from among all the statements which are possible those that will be acceptable within, I won't say a scientific theory, but a field of scientificity, and which it is possible to say are true or false. The episteme is the "apparatus" which makes possible the separation, not of the true from the false, but of what may from what may not be characterized as scientific
Content (measure theory · Epistemology · Mathematics education · Multimedia · Pedagogy · Simple (philosophy · Collaborative Teaching and Inclusion · Computer Science · Mathematics · Philosophy · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |