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  1. The Unbearable Lightness of Representing ‘Reality’ in Science Education: A Response to Schulz.Michalinos Zembylas - 2008 - Educational Philosophy and Theory 40 (4):494-514.
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate from a non‐charitable, modernist reading of Lyotardian postmodernism, and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  • Transhuman Education? Sloterdijk's Reading of Heidegger's Letter on Humanism.Long Fiachra - 2017 - Journal of Philosophy of Education 51 (1):177-192.
    Peter Sloterdijk presented a reading of Heidegger's Letter on Humanism at a conference held at Elmau in 1999. Reinterpreting the meaning of humanism in the light of Heidegger's Letter, Sloterdijk focused his presentation on the need to redefine education as a form of genetic ‘taming’ and proposed what seemed to be support for positive eugenics. Although Sloterdijk claimed that he only wanted to open a debate on the issue, he could not have been surprised at the level of opposition this (...)
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  • Transhuman Education? Sloterdijk's Reading of Heidegger's Letter on Humanism.Fiachra Long - 2016 - Journal of Philosophy of Education 50 (4).
    Peter Sloterdijk presented a reading of Heidegger's Letter on Humanism at a conference held at Elmau in 1999. Reinterpreting the meaning of humanism in the light of Heidegger's Letter, Sloterdijk focused his presentation on the need to redefine education as a form of genetic ‘taming’ and proposed what seemed to be support for positive eugenics. Although Sloterdijk claimed that he only wanted to open a debate on the issue, he could not have been surprised at the level of opposition this (...)
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  • Multiple Literacies and Critical Pedagogy in a Multicultural Society.Douglas Kellner - 1998 - Educational Theory 48 (1):103-122.
    We are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, to the ways that we communicate with each other, to how we spend our leisure time. The technological revolution centers on information technology, is often interpreted as the beginnings of a knowledge society, and therefore ascribes education a central role in every aspect of life. This Great Transformation poses tremendous challenges to education to rethink its (...)
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  • Philosophia Christi, 20: 2, 1997 Philosophical Values and Contemporary Theories of Education: II.Stephen M. Clinton - 1997 - Philosophia Christi 20 (2).
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  • Articles.Eugene F. Provenzo, Ruthanne Kurth-Schai, Charles R. Green & Dara H. Wexler - 2000 - Educational Studies 31 (1):5-43.
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