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  1. Community, liberty and the practice of teaching.Shirley Pendlebury - 1991 - Studies in Philosophy and Education 10 (4):263-279.
    Does the cultivation of liberty undermine communities of practice? The answer depends significantly on what is meant by the cultivation of liberty and on what is meant by a community of practice. On the question of community, the work of Rawls and Sandel serves as a starting point. I examine three conceptions — the instrumental, the sentimental and the constitutive — and attempt to illustrate them with examples of communities of practice. I argue that Sandel's criterion for distinguishing between the (...)
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  • On the varieties of phronesis.Jand Noel - 1999 - Educational Philosophy and Theory 31 (3):273–289.
  • On the Varieties of Phronesis.Jand Noel - 1999 - Educational Philosophy and Theory 31 (3):273-289.
  • Beyond the reflective teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9–25.
  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9-25.
  • How can teacher reasoning be practical?Robert E. Orton - 1998 - Educational Theory 48 (2):175-192.