Idioma: Inglés
Publicado por Bloomsbury Academic, London, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
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Original o primera edición
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Añadir al carritoSoft cover. Condición: Very Good. 1st Edition. 192pp paperback, very good, reprinted paperback edition.
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Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, GB, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Rarewaves.com USA, London, LONDO, Reino Unido
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Añadir al carritoPaperback. Condición: New. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
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Idioma: Inglés
Publicado por Bloomsbury Academic 2014-04-10, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Chiron Media, Wallingford, Reino Unido
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Añadir al carritoPaperback. Condición: New.
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Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlanda
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Añadir al carritoCondición: New. Num Pages: 192 pages, black & white illustrations. BIC Classification: JNAM. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 157 x 235 x 11. Weight in Grams: 308. . 2014. Paperback. . . . .
Idioma: Inglés
Publicado por Continuum International Publishing Group, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Books Puddle, New York, NY, Estados Unidos de America
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Añadir al carritoCondición: New. pp. 208 Index.
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Añadir al carritoCondición: As New. Unread book in perfect condition.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Kennys Bookstore, Olney, MD, Estados Unidos de America
EUR 74,05
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Añadir al carritoCondición: New. Num Pages: 192 pages, black & white illustrations. BIC Classification: JNAM. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 157 x 235 x 11. Weight in Grams: 308. . 2014. Paperback. . . . . Books ship from the US and Ireland.
Idioma: Inglés
Publicado por Bloomsbury USA Academic, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Revaluation Books, Exeter, Reino Unido
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Añadir al carritoPaperback. Condición: Brand New. 192 pages. 9.50x6.25x0.50 inches. In Stock.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, GB, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Rarewaves.com UK, London, Reino Unido
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Añadir al carritoPaperback. Condición: New. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
Idioma: Inglés
Publicado por Bloomsbury Publishing (UK), 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: PBShop.store US, Wood Dale, IL, Estados Unidos de America
EUR 55,69
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Añadir al carritoPAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Idioma: Inglés
Publicado por Bloomsbury Publishing (UK), 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: PBShop.store UK, Fairford, GLOS, Reino Unido
EUR 53,13
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Añadir al carritoPAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, London, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de America
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Añadir al carritoPaperback. Condición: new. Paperback. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles. This title draws on Habermas' theory of discourse morality to consider educational policy from a moral point of view. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Idioma: Inglés
Publicado por Continuum International Publishing Group, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Majestic Books, Hounslow, Reino Unido
EUR 69,42
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Añadir al carritoCondición: New. Print on Demand pp. 208 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: THE SAINT BOOKSTORE, Southport, Reino Unido
EUR 60,33
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Añadir al carritoPaperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
Idioma: Inglés
Publicado por Continuum International Publishing Group, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: Biblios, Frankfurt am main, HESSE, Alemania
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Añadir al carritoCondición: New. PRINT ON DEMAND pp. 208.
Idioma: Inglés
Publicado por Bloomsbury Publishing PLC, London, 2014
ISBN 10: 1472569121 ISBN 13: 9781472569127
Librería: CitiRetail, Stevenage, Reino Unido
EUR 58,37
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Añadir al carritoPaperback. Condición: new. Paperback. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles. This title draws on Habermas' theory of discourse morality to consider educational policy from a moral point of view. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Librería: moluna, Greven, Alemania
EUR 61,08
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Añadir al carritoKartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Über den AutorChristopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.
Librería: preigu, Osnabrück, Alemania
EUR 63,40
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Añadir al carritoTaschenbuch. Condición: Neu. Education in a Post-Metaphysical World | Rethinking Educational Policy and Practice Through Jurgen Habermas' Discourse Morality | Christopher Martin | Taschenbuch | Kartoniert / Broschiert | Englisch | 2014 | Bloomsbury 3PL | EAN 9781472569127 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
Librería: AHA-BUCH GmbH, Einbeck, Alemania
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Añadir al carritoTaschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What does it mean to say that a person has been educated This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.