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Education from a Whiteheadian Point of View
The basic aims of contemporary thinking in education are to cultivate a proper comprehension of the meaning and purpose of education and the role of the teacher, and to develop adequate theoretical and methodological frameworks that combine some of the positive sides of the leading theories, while avoiding their disadvantages. Toward these ends, one excellent candidate for consideration is Alfred North Whitehead’s (1861-1947) process-relational philosophy of education, as set forth in The Aims of Education (1929) and elsewhere. The contributors to this volume analyze Whitehead’s philosophy of education in a detailed and critical fashion, including inquiring into the development of cycle-...
The Europa World Year Book 2003
First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
International Geneva Yearbook 1988
Ludwik Dembinski Richard O'Regan Editor Chairman, Editorial Committee The present volume is a complete revision of International Geneva 1985 which was published on the occasion of the 40th anniversary of the United Na tions and which was generally received as a useful and informative contribution to the essential reference works on Geneva. Geneva, although a relatively small city with no more than 350,000 inhabi tants, probably has a higher concentration of international organizations, both governmental and non-governmental, than any other location in the world. There is a hectic international life with an unceasing round of conferences, meetings and negotiations on virtually the entire spectrum of human activity and most fields of international co-operation. The aim of the present publication is to provide all those directly involved or interested in international activities and international organizations with an up to-date guide that can help them find their way through the labyrinth of interna tional institutions and issues.
Combating Air Terrorism
An international security expert focuses on the principal air terrorist acts since the mid-1980s.
Moderne Philosophiedidaktik
Dieses Buch zeigt in umfassender Weise das ganze Spektrum an Ansätzen in der modernen Philosophie-Didaktik. Neben den beiden »klassischen« Texten von Immanuel Kant (›selber denken‹) und Georg Wilhelm Friedrich Hegel (›nach-denken‹) sind (nahezu) alle Ansätze versammelt, die seit der berühmten Martens-Rehfus-Debatte in den Siebzigerjahren das Feld der Didaktik der Philosophie bereichert haben. Insgesamt werden 16 neue Ansätze vorgestellt: der konstitutive Ansatz von Ekkehard Martens, der bildungstheoretisch-identitätstheoretische von Wulf D. Rehfus, der lerntheoretische von Karl Leeuw und Pieter Mostert, der transformative von Johannes Rohbeck, der dialektische von Roland Henke...
Final Report
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