The Library
On education and initiation
Tools
Tools
Tools
Luntley, Michael, 1953-. (2009) On education and initiation. Journal of Philosophy of Education, Vol.43 (Suppl.1). pp. 41-56. ISSN 0309-8249
Full text not available from this repository.
Official URL: http://dx.doi.org/10.1111/j.1467-9752.2010.00764.x
| Item Type: | Journal Article |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > B Philosophy (General) L Education > LB Theory and practice of education |
| Divisions: | Faculty of Social Sciences > Philosophy |
| Library of Congress Subject Headings (LCSH): | Education -- Philosophy |
| Journal or Publication Title: | Journal of Philosophy of Education |
| Publisher: | Wiley-Blackwell Publishing Ltd. |
| Place of Publication: | Malden, MA |
| ISBN: | 9781444332964 |
| ISSN: | 0309-8249 |
| Date: | October 2009 |
| Volume: | Vol.43 |
| Number: | Suppl.1 |
| Number of Pages: | 243 |
| Page Range: | pp. 41-56 |
| Identification Number: | 10.1111/j.1467-9752.2010.00764.x |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Description: | Special Issue: Reading R. S. Peters Today Analysis, Ethics and the Aims of Education |
| Related URLs: | |
| References: | Campbell, J. (2002) Reference and Consciousness (Oxford, Clarendon Press). Campbell, J. (2008) Consciousness and Reference, in B. McLaughlin and A. Beckermann (ed.) Oxford Handbook of Philosophy of Mind (Oxford, Oxford University Press). Campbell, J. (2010) Demonstrative Reference, The Relational View of Experience and the Proximality Principle, in: R. Jeshion (ed.) Essays on Singular Reference (Oxford, Oxford University Press), pp. 193–212. Diamond, J. (2008) Welcome to the Aquarium (New York, The New Press)). Fodor, J. (1975) The Language of Thought (Cambridge, MA, Harvard University Press). Haldane, J. (1995) Education: Conserving Tradition, in: B. Almond (ed.) Introducing Applied Ethics (Oxford, Blackwell), pp. 73–88. Huemer, W. (2006) The Transition from Causes to Norms: Wittgenstein on Training, Grazer Philosophische Studien, 71, pp. 205–25. Luntley, M. (2008a) Conceptual Development and the Paradox of Learning, Journal of Philosophy of Education, 42, pp. 1–14. Luntley, M. (2008b) Training and learning, Educational Philosophy and Theory, 40.5, pp. 695– 711. Luntley, M. (2009) The Teaching and Learning of Words, in: D. Levy and E. Zamuner (eds) Wittgenstein’s Enduring Argument (Boston, MA & London, Routledge), pp. 135–55. Luntley, M. (2010) Expectations Without Content, Mind & Language, 25.2, pp. 217–236. McDowell, J. (1994) Mind and World (Cambridge, MA, Harvard University Press). Osberg, D. and Biesta, G. (2008) The Emergent Curriculum: Navigating a Complex Course between Unguided Learning and Planned Enculturation, Journal of Curriculum Studies, 40.3, pp. 313–28. Pears, D. (2007) Paradox and Platitude in Wittgenstein’s Philosophy (Oxford, Clarendon Press). Peters, R. S. (1978) Education as Initiation in Authority, Responsibility and Education, 3rd edn. (London, George Allen & Unwin), pp. 81–107. Strawson, P. F. (1959) Individuals (London, Methuen). |
| URI: | http://wrap.warwick.ac.uk/id/eprint/41017 |
Actions (login required)
 |
View Item |
