1. bookVolumen 3 (2016): Heft 1 (July 2016)
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Zeitschrift
eISSN
2353-5415
Erstveröffentlichung
29 Sep 2014
Erscheinungsweise
1 Hefte pro Jahr
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Learning from childhood: children tell us who they are through online dialogical interaction

Online veröffentlicht: 06 Aug 2016
Volumen & Heft: Volumen 3 (2016) - Heft 1 (July 2016)
Seitenbereich: 3 - 8
Eingereicht: 01 Feb 2016
Akzeptiert: 01 Apr 2016
Zeitschriftendaten
License
Format
Zeitschrift
eISSN
2353-5415
Erstveröffentlichung
29 Sep 2014
Erscheinungsweise
1 Hefte pro Jahr
Sprachen
Englisch

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[2] Freire, P. (1970). Pedagogy of the Oppressed. New York: ContinuumSearch in Google Scholar

[3] Kennedy, D. (2006). Changing Conceptions of the Child from the Renaissance to Post-Modernity: A Philosophy of Childhood. NY Lewinston: The Edwin Mellen PressSearch in Google Scholar

[4] Kennedy, D. (2013). Epilogue: Becoming Child, Becoming Other: Childhood as Signifier. In A. Muller (Ed.). (2013). Childhood in the English Renaissance (pp. 145-153). Trier: Wissenschaftlicher Verlag TrierSearch in Google Scholar

[5] Matthews, G. B. (2000). The Ring of Gyges. International Journal of Applied Philosophy 14 (1): 3-1110.5840/ijap20001419Search in Google Scholar

[6] Plato, Republic. 1997. Trans. by Grube, G.M.A, revised by Reeve, C.D.C. In J. M. Cooper (Ed.).(1997). Plato: Complete Works. Indianapolis: HackettSearch in Google Scholar

[7] Saracco, S. (2016). Difference as a Resource for Thinking: An Online Dialogue Showing the Role Played by Difference in Problem Solving and Decision Making. Metaphilosophy. 47 (3): 467-476.Search in Google Scholar

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