Shovelling smoke? The experience of being a philosopher on an educational research training programme

Journal of Philosophy of Education

Volumn 40, Issue 4, 2006, Pages 547-562

  Suissa, Judith ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845703016     PISSN: 03098249     EISSN: 14679752     Source Type: Journal    
DOI: 10.1111/j.1467-9752.2006.00521.x     Document Type: Article

References (10)

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3. Cohen, A. and Dascal, M. (eds) (1989) The Institution of Philosophy: A Discipline in Crisis (La Salle, Open Court).
4. Midgley, M. (2005) The Essential Mary Midgley (Abingdon, Routledge).
5. Peters, R. S. and White, J. P. (1969) The Philosopher's Contribution to Educational Research, Educational Philosophy and Theory, 1, pp. 1-15.
6. Pring, R. (2004) Philosophy of Educational Research (London, Continuum).
7. Roland Martin, J. (1981) Sophie and Emile; A Case Study of Sex Bias in the History of Educational Thought, Harvard Educational Review, 51.3, pp. 357-372.
8. Rorty, R. (1999) Philosophy and Social Hope (London, Penguin).
9. Shrage, L. (2007, forthcoming) Will Philosophers Study Their History, Or Become History?, in: D. Taylor (ed.) Climbing out of the Ditch? Critical Perspectives on McCarthyism and American Philosophy (Chicago, IL, Northwestern University Press) (accessed online at: http://www. csupomona.edu/~ljshrage/ philosophyfuture.htm).
10. Siegel, H. (1988) On the Obligations of the Professional Philosopher of Education, in: W. Hare and J. P. Portelli (eds) Philosophy of Education; Introductory Readings (Calgary, Detselig).