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This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

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Book Details

ISBN: 9780415163170
ISBN-10: 041516317X
Format: Hardback
(234mm x 156mm x 23mm)
Pages: 264
Imprint: Routledge
Publisher: Taylor & Francis Ltd
Publish Date: 15-Oct-1998
Country of Publication: United Kingdom

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