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General Conclusion
In Renaud Wallenhorst Hetier & Nathanaël Wallenhorst, Philosophy of Education in the Anthropocene. Cham: Springer Nature Switzerland. pp. 231-250 (2025)
Abstract
We now propose to identify some of the contributions that would be made by the type of educational approach that we propose for teaching in the Anthropocene. We shall examine these contributions at the three levels that define the educational sciences as a discipline: conceptual, theoretical, and paradigmatic. Thus, in synthetic form, this conclusion contains the essence of our proposals as set out previously.Other Versions
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Citations of this work
Whewell's Philosophy of Discovery and the Archetype of the Vertebrate Skeleton: The Role of German Philosophy of Science in Richard Owen's Biology.Phillip R. Sloan - 2003 - Annals of Science 60 (1):39-61.
There is No Verb for History.Nancy Partner - 2016 - Graduate Faculty Philosophy Journal 37 (2):325-349.
La Evolución Democrática. [REVIEW]William R. Shepherd - 1920 - Journal of Philosophy, Psychology and Scientific Methods 17 (18):501-501.
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