Facing Epistemic Uncertainty: Characteristics, Possibilities, and Limitations of a Discursive Contextualist Approach to Philosophy of Education (AUP Dissertation Series)
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Facing epistemic uncertainty, characteristics, possibilities, and limitations of a dynamic discursive approach to philosophy of education (2012)
NL PB NWISBN: 9789056297206 bzw. 9056297201, in Holländisch, Vossiuspers UvA, Taschenbuch, neu.
Lieferung aus: Niederlande, 5-10 werkdagen.
bol.com.
Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncerta... Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline. In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with 'students at risk'. - Roel van Goor is a teacher and researcher at Inholland University of Applied Sciences in Amsterdam. After completing a degree in physical education, he studied both education and philosophy of the social sciences, and finished a master in philosophy of education at the University of Amsterdam. Productinformatie:Taal: Engels;Afmetingen: 234x156 mm;Gewicht: 294,00 gram;Druk: 1;ISBN10: 9056297201;ISBN13: 9789056297206;Product breedte: 156 mm;Product hoogte: 11 mm;Product lengte: 234 mm; Engels | Paperback | 2012.
bol.com.
Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncerta... Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline. In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with 'students at risk'. - Roel van Goor is a teacher and researcher at Inholland University of Applied Sciences in Amsterdam. After completing a degree in physical education, he studied both education and philosophy of the social sciences, and finished a master in philosophy of education at the University of Amsterdam. Productinformatie:Taal: Engels;Afmetingen: 234x156 mm;Gewicht: 294,00 gram;Druk: 1;ISBN10: 9056297201;ISBN13: 9789056297206;Product breedte: 156 mm;Product hoogte: 11 mm;Product lengte: 234 mm; Engels | Paperback | 2012.
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Facing epistemic uncertainty
NL NWISBN: 9789056297206 bzw. 9056297201, in Holländisch, neu.
Lieferung aus: Niederlande, 6 werkdagen.
Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline.In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive... tijdelijk bij bestelling van euro 20,00 of meer gratis verzending.
Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline.In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive... tijdelijk bij bestelling van euro 20,00 of meer gratis verzending.
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Facing Epistemic Uncertainty: Characteristics, Possibilities, and Limitations of a Discursive Contextualist Approach to Philosophy of Education (AUP Dissertation Series) (2014)
EN PB NW FEISBN: 9789056297206 bzw. 9056297201, in Englisch, 184 Seiten, Vossiuspers UvA, Taschenbuch, neu, Erstausgabe.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Usually dispatched within 1-2 business days.
Von Händler/Antiquariat, Wordery.
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Von Händler/Antiquariat, Wordery.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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- Uva Proefschriften Facing Epistemic Uncertainty - Paperback
NL PB NWISBN: 9789056297206 bzw. 9056297201, in Holländisch, Taschenbuch, neu.
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Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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