Results for ' tone'

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  1.  5
    The nature of educational theories: goal-directed, equivalence and interlevel theories.Tone Kvernbekk - 2021 - New York, NY: Routledge.
    This important book explores the question of what an educational theory is and how educational theories can work. It offers a classification scheme of distinct types of educational theory and considers ways the nature of theories can inform the work of educational theorists and practitioners. Kvernbekk observes throughout how metatheoretical knowledge of the structure of theory types will improve understanding and representation of educational phenomena and enhance the ability to change these phenomena for the better. The author explores how the (...)
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  2. P. rondot.Disturbances of Muscle Tone - 1969 - In P. Vinken & G. Bruyn (eds.), Handbook of Clinical Neurology. North Holland. pp. 169.
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  3.  54
    Passivity in Aesthetic Experience: Husserlian and Enactive Perspectives.Tone Roald & Simon Høffding - 2019 - Journal of Aesthetics and Phenomenology 6 (1):1-20.
    This paper argues that the Husserlian notion of “passive synthesis” can make a substantial contribution to the understanding of aesthetic experience. The argument is based on two empirical cases of qualitative interview material obtained from museum visitors and a world-renowned string quartet, which show that aesthetic experience contains an irreducible dimension of passive undergoing and surprise. Analyzing this material through the lens of passive syntheses helps explain these experiences, as well as the sense of subject–object fusion that occurs in some (...)
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  4. Professional responsibility under pressure?Tomas Englund & Tone Dyrdal Solbrekke - 2011 - In Ciaran Sugrue & Tone Solbrekke (eds.), Professional responsibility: new horizons of praxis. New York, NY: Routledge.
     
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  5.  16
    Building Transnational Bodies: Norway and the International Development of Laboratory Animal Science, ca. 1956–1980.Tone Druglitrø & Robert G. W. Kirk - 2014 - Science in Context 27 (2):333-357.
    ArgumentThis article adopts a historical perspective to examine the development of Laboratory Animal Science and Medicine, an auxiliary field which formed to facilitate the work of the biomedical sciences by systematically improving laboratory animal production, provision, and maintenance in the post Second World War period. We investigate how Laboratory Animal Science and Medicine co-developed at the local level (responding to national needs and concerns) yet was simultaneously transnational in orientation (responding to the scientific need that knowledge, practices, objects and animals (...)
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  6.  19
    Affective incarnations: Maurice Merleau-Ponty’s challenge to bodily theories of emotion.Tone Roald, Kasper Levin & Simo Køppe - 2018 - Journal of Theoretical and Philosophical Psychology 38 (4):205-218.
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  7.  8
    Discovering dignity through experience: How nursing students discover the expression of dignity.Tone Stikholmen, Dagfinn Nåden & Herdis Alvsvåg - 2022 - Nursing Ethics 29 (1):194-207.
    Introduction: Dignity is a core value in nursing. Nursing education shall prepare students for ethical professional practice and facilitate insight into the phenomenon of dignity and its significance. There is limited knowledge about how nursing students discover dignity in their education. Research aim: The aim of the study is to develop an understanding of how nursing students discover and acquire dignity. Research design: The study has a hermeneutic approach where qualitative interviews of nursing students were employed. The process of interpretation (...)
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  8.  6
    Professional responsibility: new horizons of praxis.Ciaran Sugrue & Tone Solbrekke (eds.) - 2011 - New York, NY: Routledge.
    Professional Responsibility: New Horizons of Praxis addresses the manifold and complex challenges inherent in professional responsibility. Since the beginning of the 20th Century, professions have been accorded a conjoined mandate - political and moral responsibility - to serve the interests of individual's and society. The quality of professional work, how professionals understand and live out their responsibilities in practice, is a matter of pervasive concern since increasingly they have such a prominent presence in most people's lives. Until the late 1960's, (...)
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  9.  11
    The Subject of Aesthetics: A Psychology of Art and Experience.Tone Roald - 2015 - Leiden: Brill | Rodopi. Edited by Hans Ulrich Gumbrecht.
    In _The Subject of Aesthetics_ Tone Roald develops a psychology of art based on people’s descriptions of their own engagement with visual art.
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  10.  48
    Nietzsche's Actuality: Boscovich and the Extremities of Becoming.Matthew Tones & John Mandalios - 2015 - Journal of Nietzsche Studies 46 (3):308-327.
    ABSTRACT The problem of persistence and emergence endowed with the limits of “actuality” is examined in the context of Nietzsche's appropriation of both Heraclitus and Boscovich to forge a natural philosophy of becoming. The physics of Boscovich allowed a systematic refurbishment of Heraclitean notions of becoming over being while Heraclitus's tensive dynamic of generation surpassed and overcame the limits of Anaximander's indeterminate. Nietzsche's early investigations bear overt signs of a formative philosophical outlook that seeks to marry the infinite and the (...)
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  11.  82
    How Perceived Pain Influence Sleep and Mood More Than The Reverse: A Novel, Exploratory Study with Patients Awaiting Total Hip Arthroplasty.Tone Blågestad, Ståle Pallesen, Janne Grønli, Nicole K. Y. Tang & Inger H. Nordhus - 2016 - Frontiers in Psychology 7.
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  12.  6
    “Skilled Care” and the Making of Good Science.Tone Druglitrø - 2018 - Science, Technology, and Human Values 43 (4):649-670.
    This article investigates the construction of laboratory animal science as a version of “good science.” In the 1950s, a transnational community of scientists initiated large-scale standardization of animals for biomedicine, which included the standardization of care of laboratory animals as well as the development of guidelines and regulations on laboratory animal use. The article traces these developments and investigates how the standardization work took part in enacting laboratory animals as compound objects of care—and laboratory animal science as being an intrinsically (...)
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  13.  47
    Lived Relationality as Fulcrum for Pedagogical–Ethical Practice.Tone Saevi - 2011 - Studies in Philosophy and Education 30 (5):455-461.
    What is the core of pedagogical practice? Which qualities are primary to the student–teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research (...)
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  14.  36
    Johnson, MacIntyre, and the Practice of Argumentation.Tone Kvernbekk - 2008 - Informal Logic 28 (3):262-278.
    This article is a discussion of Ralph Johnson’s concept of practice of argumentation. Such practice is characterized by three properties: (1) It is teleological, (2) it is dialectical, and (3) it is manifestly rational. I argue that Johnson’s preferred definition of practice—which is Alasdair MacIntyre’s concept of practice as a human activity with internal goods accessible through partcipation in that same activity—does not fit these properties or features. I also suggest that this failure should not require Johnson to adjust the (...)
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  15.  56
    Toward a Phenomenological Psychology of Art Appreciation.Tone Roald - 2008 - Journal of Phenomenological Psychology 39 (2):189-212.
    Experiences with art have been of longstanding concern for phenomenologists, yet the psychological question of the appearing of art appreciation has not been addressed. This article attends to this lack, exemplifying the merits of a phenomenological psychological investigation based on three semi-structured interviews conducted with museum visitors. The interviews were subjected to meaning condensation as well as to descriptions of the first aesthetic reception, the retrospective interpretation, and the “horizons of expectations” included in the meeting with art. The findings show (...)
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  16.  10
    Argumentation Practice: The Very Idea.Tone Kvernbekk - 2007 - In Christopher W. Tindale Hans V. Hansen (ed.), Dissensus and the Search for Common Ground. Ossa.
    In this paper I shall examine Ralph Johnson’s concept of argumentation practice. He provides the following three desiderata for a critical practice: It is teleological, it is dialectical, and it is manifestly rational. I shall argue that Johnson’s preferred definition of practice – which is MacIntyre’s concept of practice as human activity with internal goods accessible through participation in that same activity – does not satisfy his desiderata.
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  17.  7
    Nonhuman Primates in Public Health: Between Biological Standardization, Conservation and Care.Tone Druglitrø - 2023 - Journal of the History of Biology 56 (3):455-477.
    By the mid-1960s, nonhuman primates had become key experimental organisms for vaccine development and testing, and was seen by many scientists as important for the future success of this field as well as other biomedical undertakings. A major hindrance to expanding the use of nonhuman primates was the dependency on wild-captured animals. In addition to unreliable access and poor animal health, procurement of wild primates involved the circulation of infectious diseases and thus also public health hazards. This paper traces how (...)
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  18.  10
    Beyond Rational Order: Shifting the Meaning of Trust in Organizational Research.Tone B. Eikeland & Tone Saevi - 2017 - Human Studies 40 (4):603-636.
    Trust is a key term in social sciences and organizational research. Trust as well is a term that originates from and speaks to our human relational experience. The first part of the paper explores trust as it is interpreted within contemporary sociology and organizational research, and systematically questions five basic assumptions underlying the interpretation of trust in organizational research. The last part of the paper reviews selected phenomenological methodological studies of trust in work life situations, in a quest for how (...)
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  19.  13
    Vindicating Archer’s concepts of educational systems – centralized and decentralized – as exemplars of critical realist theorizing.Tone Skinningsrud - 2019 - Journal of Critical Realism 18 (4):453-473.
    . Vindicating Archer’s concepts of educational systems – centralized and decentralized – as exemplars of critical realist theorizing. Journal of Critical Realism: Vol. 18, Sustainability, Interdisciplinarity and Transformative change: A Critical Realist Response to the Crisis System, pp. 453-473.
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  20.  6
    Nietzsche, Tension, and the Tragic Disposition.Matthew Tones - 2014 - Lanham: Lexington Books.
    Matthew Tones examines the early ontological development of the tragic disposition in Nietzsche's analysis of the pre-Platonic Greeks and its influence on Nietzsche's quest to discover a future nobility. This book fuses the popular reading of Nietzsche as a naturalist with noble creative impulses to reveal further complexities in his mature work.
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  21.  47
    The Importance of Being Experienced: An Aristotelian Perspective on Experience and Experience-Based Learning.Tone Saugstad - 2012 - Studies in Philosophy and Education 32 (1):7-23.
    ‘The importance of being experienced’ plays a central part in the ethical philosophy of Aristotle. An experienced person is a person who has acquired a coping skill, an appropriate attitude and a sense of situation. According to Aristotle the soul and the body are interdependent, which indicates a close connection between human activity, human cognition and human character. By insisting on the primacy of action, Aristotle changes the educational focal point from an epistemological discussion of knowledge to an ethical discussion (...)
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  22.  31
    Realist social theorising and the emergence of state educational systems.Tone Skinningsrud - 2007 - In Clive Lawson, John Latsis & Nuno Martins (eds.), Contributions to Social Ontology. Routledge. pp. 339-365.
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  23. Nansen Park, Oslo-A new landscape on the former airport site.Tone Lindheim - 2009 - Topos: European Landscape Magazine 66:22.
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  24. The ethics of management.LaRue Tone Hosmer - 1987 - Homewood, Ill.: Irwin.
    Hosmer's fourth edition of The Ethics of Management provides business students (future managers) with a very specific analytical process for understanding and resolving moral problems in management. A manager needs insight and understanding in a global economy to convince everyone involved, given his or her varied religious, cultural, economic and social backgrounds, to accept a proposed moral solution. Acceptance of managerial moral solutions, over time, brings trust, commitment and effort, and those three, also over time, are essential for organizational success.
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  25.  14
    Sense and subjectivity. Hidden potentials in psychological aesthetics.Tone Roald & Simo Køppe - 2015 - Journal of Theoretical and Philosophical Psychology 35 (1):20-34.
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  26.  38
    Argumentation in Theory and Practice: Gap or Equilibrium?Tone Kvernbekk - 2012 - Informal Logic 32 (3):288-305.
    ABSTRACT: It is not uncommon, in argumentation and in various professions, to diagnose a gap between theory and practice; and in the next step argue that they should be brought into line with each other. But what does this mean? I shall argue that some version of a gap is sound, as it leaves theory with a critical, independent role in relation to practice – something that an equilibrium view does not.
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  27.  24
    Revisiting Dialogues and Monologues.Tone Kvernbekk - 2012 - Educational Philosophy and Theory 44 (9):966-978.
    In educational discourse dialogue tends to be viewed as being (morally) superior to monologue. When we look at them as basic forms of communication, we find that dialogue is a two-way, one-to-one form and monologue is a one-way, one-to-many form. In this paper I revisit the alleged (moral) superiority of dialogue. First, I problematize certain normative features of dialogue, most notably reciprocity. Here I use Socrates as my example (the Phaedrus). Second, I discuss monologue, using Jesus as my example (St. (...)
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  28.  7
    Læring av yrkesetikk – nytter utdanning? En forskningsbasert fremstilling.Tone Dyrdal Solbrekke - 2008 - Etikk I Praksis - Nordic Journal of Applied Ethics 2 (2):115-136.
    Denne artikkelen innledes med en forutsetning: at dagens samfunn er sterkt avhengig av ekspertsystemer som utvikles og forvaltes av profesjoner og deres medlemmer. Profesjonsutøvelse må derfor forankres i faglig kunnskap og ikke minst i en reflektert etisk bevissthet om profesjoners samfunnsoppdrag. Med dette som utgangspunkt påpekes det i denne artikkelen at høyere utdanning har ansvar for å utdanne kommende profesjonsutøvere med moralsk handlingsberedskap. I lys av dette gjennomgås nasjonal og internasjonal forskning på læring av yrkesetikk innenfor ulike profesjonsutdanninger og erfaringer (...)
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  29. Teacher-thinking as embodied matter producing and produced by pedagogical spaces : a research journey with two contemporary dance artist-teachers.Tone Pernille Østern - 2019 - In Boyd White, Anita Sinner & Pauline Sameshima (eds.), Ma: materiality in teaching and learning. New York: Peter Lang Publishing.
     
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  30.  13
    Dignity at stake in educational relations - The significance of confirmation.Tone Stikholmen, Dagfinn Nåden & Herdis Alvsvåg - 2022 - Nursing Ethics 29 (7-8):1600-1614.
    Introduction It is a goal in nursing education to promote students’ dignity and facilitate this core value. Students’ experience of dignity is shaped by the student–supervisor relationship. Literature shows limited knowledge about how nursing students experience their own dignity during education. Research aim The aim of the study is to develop an understanding of how nursing students experience their own dignity in relation to supervisors, and what significance these experiences have in education. Research design Gadamer’s philosophical hermeneutics was chosen as (...)
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  31.  10
    La Chakana como elemento posibilitador de la integración latinoamericana.Edward Freddy Morón Tone - 2010 - Cuadernos de Filosofía Latinoamericana 31 (102):17.
    En el presente trabajo se asume la identidad de América Latina desde una categoría andina, a saber, Chakana , como elemento posibilitador de la integración del subcontinente. El estudio se realiza en el marco de la filosofía intercultural, específicamente desde el autor Josef Estermann, quien ha mostrado un profundo interés por la cuestión del diálogo intercultural entre Andes y Occidente . Interrogantes como: ¿responde el concepto y realidad de Chakana a la exigencia identitaria latinoamericana?, ¿cómo debe concebirse?, ¿puede la identidad (...)
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  32. Erkki Pekkilä.Ring Tones - 2003 - In Eero Tarasti, Paul Forsell & Richard Littlefield (eds.), Musical Semiotics Revisited. International Semiotics Institute. pp. 15--110.
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  33. Ipotesi semiologiche sulla struttura linguistica del cinema.Pier Giorgio Tone - 1973 - Rivista di Estetica 18:53.
     
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  34.  51
    Between Being and Knowing: Addressing the Fundamental Hesitation in Hermeneutic Phenomenological Writing.Tone Saevi - 2013 - Indo-Pacific Journal of Phenomenology 13 (1):1-11.
    Starting from the practice of hermeneutic phenomenological writing as it has been advanced by van Manen, this paper addresses the understanding of an ‘experiential givenness’ of the world as basis for our ‘lived writing’; an understanding that is essential to the new phenomenological writer if s/he is to be part of the phenomenological writing process. As the ultimate givenness of the world is the basis of knowledge, we constantly strive to “reach out on life beyond itself” (Gadamer, 1960/1985, p. 62), (...)
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  35.  13
    Realist Social Theorising and the Emergence of State Educational Systems.Tone Skinningsrud - 2005 - Journal of Critical Realism 4 (2):339-365.
    This article addresses the issue of theory development in critical realist research. It shows how findings that cannot be accounted for by an established critical realist theory pertaining to a domain, so-called anomalies, may be used to elaborate the domain theory and increase its explanatory power. The main resource for such theoretical repairs is the multi-level character of critical realist theories, i.e. specific theories and theories of domains are based in general meta-theoretical models and assumptions. The specific case examined here (...)
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  36.  28
    """ Heartful" or" heartless" teachers? Or should we look for the good somewhere else? Considerations of students' experience of the pedagogical good.Tone Saevi & Margareth Eilifsen - 2008 - Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-14.
    Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational end, but (...)
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  37.  40
    On Identifying Narratives.Tone Kvernbekk - 2003 - Studies in Philosophy and Education 22 (3/4):267-279.
    This article analyzes the concept of narrative.How do we recognize a narrative when we seeone? Which criteria do we or should we apply?The article itself serves as a (possible)example of a narrative, and is thus adiscussion of itself as a narrative product. Ialso discuss the possible narrative structureof the process leading up to the completedarticle. I first discuss two approaches tocategorization and the most commonly referredto criteria for identifying narratives. Next Idiscuss various roles found in narratives andthe roles found in (...)
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  38.  8
    Putting Phenomenology Back into Phenomenology.Tone Saevi - 2023 - Phenomenology and Practice 18 (1).
    This is a review of Michael van Manen's & Max van Manen's (Eds.) Classic Writing for a Phenomenology of Practice, published by Routledge.
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  39.  5
    Fredric Jameson: The Antinomies of Realism.Tone Selboe - 2015 - Agora Journal for metafysisk spekulasjon 33 (1):217-229.
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  40.  7
    Ild og Lys.Tone Selboe - 2019 - Agora Journal for metafysisk spekulasjon 37 (2):56-75.
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  41. Virginia Woolf and the Ambiguities of Domestic Space.Tone Selboe - 2010 - In Lars Sætre, Patrizia Lombardo & Anders Gullestad (eds.), Exploring Textual Action. Aarhus University Press. pp. 5--283.
     
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  42.  4
    Critical realism, environmental learning and social-ecological change.Tone Skinningsrud - 2018 - Journal of Critical Realism 17 (2):192-202.
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  43.  16
    Religious education from a critical realist perspective: sensus fidei and critical thinking.Tone Skinningsrud - 2019 - Journal of Critical Realism 18 (2):211-216.
    Volume 18, Issue 2, April 2019, Page 211-216.
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  44.  51
    A Nordic Outlook.Tone Kvernbekk - 2001 - Studies in Philosophy and Education 20 (4):287-290.
  45.  6
    Critical Spirits In the Contact Zone: Response to Shannon Rodgers.Tone Kvernbekk - 2022 - Philosophy of Education 78 (3):106-110.
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  46.  22
    Evidence-Based Practice: On the Function of Evidence in Practical Reasoning.Tone Kvernbekk - 2013 - Studier i Pædagogisk Filosofi 2 (2):19-33.
    There is a vast literature on evidence-based practice in education. What function does evidence have in practical deliberations toward decisions about what to do? Most writers on EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be directly derived. In this paper I argue that we are better served by according a different and more indirect function to evidence in practical reasoning. To establish this claim I employ Toulmin’s model (...)
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  47.  1
    Human Nature and Second Nature.Tone Kvernbekk - 2017 - Philosophy of Education 73:579-584.
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  48.  4
    Measurement Meanderings: Response to Francis Schrag.Tone Kvernbekk - 2019 - Philosophy of Education 75:501-505.
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  49. Reasons and Groups.Tone Kvernbekk - 2008 - Philosophy of Education 64:228-230.
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  50.  12
    Does Gert Biesta’s book, The Rediscovery of Teaching, matter to education?Tone Saevi - 2020 - Phenomenology and Practice 14 (1):130-140.
    Gert J.J. Biesta 2017 New York and London: Routledge 111 pages / 5 chapters + prologue / epilogue / index.
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