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Introduction: Section 3 – Revisiting Enduring Educational Debates
Simon Fraser University, Burnaby, Canada.
Liverpool Hope University, Liverpool, UK.
Södertörn University, School of Culture and Education, Education.ORCID iD: 0000-0003-0298-3832
2018 (English)In: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, p. 749-754Chapter in book (Other academic)
Abstract [en]

Debate is arguably a central aspect of philosophy. There are a number of topics, however, on which the weighing of argument and counter-argument does not reach a final conclusion, but only a temporary settlement before the issue raises itself again. Understanding the historical development of such debates in philosophy of education is crucial to an appreciation of contemporary discussions in the field of education more broadly. They are debates that seem to have been always there and that continue to challenge new developments. Each chapter in Section 3, Revisiting Enduring Educational Debates, situates the debate related to a particular topic, considers its relevance, and highlights how it continues to influence educational theory and practice today.

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Cham: Springer, 2018. p. 749-754
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Pedagogy
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URN: urn:nbn:se:sh:diva-36943DOI: 10.1007/978-3-319-72761-5_54ISBN: 978-3-319-72759-2 (print)ISBN: 978-3-319-72761-5 (electronic)OAI: oai:DiVA.org:sh-36943DiVA, id: diva2:1270090
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2018-12-12Bibliographically approved

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Johansson, Viktor

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Citation style
  • apa
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  • apa-old-doi-prefix.csl
  • Other style
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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