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The primacy of cognition–or of perception? A phenomenological critique of the theoretical bases of science education
Science & Education 10 (5):453-475 (2001)
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Citations of this work
Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2017 - Journal of Philosophy of Education 51 (1):214-229.
Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2016 - Journal of Philosophy of Education 50 (4).
On the Path Towards Thinking: Learning from Martin Heidegger and Rudolf Steiner.Bo Dahlin - 2009 - Studies in Philosophy and Education 28 (6):537-554.
Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story.Yannis Hadzigeorgiou, Stephen Klassen & Cathrine Froese Klassen - 2012 - Science & Education 21 (8):1111-1138.
References found in this work
The crisis of European sciences and transcendental phenomenology.Edmund Husserl - 1970 - Evanston,: Northwestern University Press.
The Visible and the Invisible: Followed by Working Notes.Maurice Merleau-Ponty - 1968 - Evanston [Ill.]: Northwestern University Press. Edited by Claude Lefort.
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