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000728112 020__ $$a9783319198361$$qelectronic book
000728112 020__ $$a331919836X$$qelectronic book
000728112 020__ $$z9783319198354
000728112 035__ $$aSP(OCoLC)ocn913742436
000728112 035__ $$aSP(OCoLC)913742436
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000728112 049__ $$aISEA
000728112 050_4 $$aLB14.7
000728112 08204 $$a370.1$$223
000728112 1001_ $$aScott, David,$$eauthor.
000728112 24510 $$aRoy Bhaskar$$h[electronic resource] :$$ba theory of education /$$cDavid Scott with Roy Bhaskar.
000728112 264_1 $$aCham :$$bSpringer,$$c2015.
000728112 300__ $$a1 online resource (ix, 82 pages).
000728112 336__ $$atext$$btxt$$2rdacontent
000728112 337__ $$acomputer$$bc$$2rdamedia
000728112 338__ $$aonline resource$$bcr$$2rdacarrier
000728112 4901_ $$aSpringerBriefs in education, Key thinkers in education,$$x2211-1921
000728112 504__ $$aIncludes bibliographical references and index.
000728112 5050_ $$aDedication -- Acknowledgements -- Chapter One: Roy Bhaskar -- a short biography -- Chapter Two: Being and Knowing -- Chapter Three: Knowledge, Learning and Change -- Chapter Four: Interdisciplinarity and Laminated Systems -- Chapter Five: A Theory of Education, Enlightenment and Universal Self-Realisation -- Chapter Six: Notes on a Theory of Education and Learning -- References -- Index.
000728112 506__ $$aAccess limited to authorized users.
000728112 520__ $$aThis book provides an account of an original educational philosophy, developed by one of the most significant philosophers of the late twentieth and early twenty-first centuries, Roy Bhaskar. Though he directed his attention to wider matters than education, his philosophy has implications for the way we can understand how the world is structured and in turn how we can transform it to accommodate a desire for a better arrangement of resources for human well-being. It is thus both a theory of mind and world, and, in addition, a theory of education. Roy Bhaskar's philosophy has a view on the following important matters: intentionality, agential capacity, materialism, the possibility of describing and changing the world, progression, education and the lifecourse, essentialism and human nature, pedagogy, knowledge and knowledge-development, the formation of the self, curricular aims and objectives, being with other people, the self in the learning process, the relationship between the self (or agency) and the environment, stratification, emergence, representation and its different modes, structures and mechanisms, the dialectic, and criticality.
000728112 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed July 15, 2015).
000728112 650_0 $$aEducation$$xPhilosophy.
000728112 650_0 $$aLearning$$xPhilosophy.
000728112 7001_ $$aBhaskar, Roy,$$d1944-2014,$$eauthor.
000728112 830_0 $$aSpringerBriefs in education.$$pKey thinkers in education.
000728112 852__ $$bebk
000728112 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-19836-1$$zOnline Access$$91397441.1
000728112 909CO $$ooai:library.usi.edu:728112$$pGLOBAL_SET
000728112 980__ $$aEBOOK
000728112 980__ $$aBIB
000728112 982__ $$aEbook
000728112 983__ $$aOnline
000728112 994__ $$a92$$bISE