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Teaching Equals Indoctrination: The Dominant Epistemic Practices of Our Schools
British Journal of Educational Studies 32 (3):220 - 238 (1984)
Abstract
. Teaching equals indoctrination: The dominant epistemic practices of our schools. British Journal of Educational Studies: Vol. 32, No. 3, pp. 220-238Other Versions
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References found in this work
The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago, IL: University of Chicago Press. Edited by Ian Hacking.
Criticism and the growth of knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge [Eng.]: Cambridge University Press.
Objective knowledge: an evolutionary approach.Karl Raimund Popper - 1972 - New York: Oxford University Press.
New Rules of Sociological Method.Anthony Giddens - 1978 - Zeitschrift für Philosophische Forschung 32 (2):317-320.
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