| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910308050903321 |
|
|
Autore |
Carlos Brigola João |
|
|
Titolo |
O «saque de Évora» no contexto da Guerra Peninsular : Memória, história e património / / Fernando Martins, Francisco Vaz |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Évora, : Publicações do Cidehus, 2018 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (227 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
Dores CostaFernando |
L. González LopoDomingo |
Lourenço VazFrancisco António |
Luís AssisJosé |
MartinsFernando |
Moliner PradaAntonio |
Pereira CoutinhoLourenço |
PousinhoNuno |
SamaraAlice |
VazFrancisco |
|
|
|
|
|
|
|
|
Soggetti |
|
Peninsular War, 1807-1814 - Campaigns - Portugal |
Évora (Portugal) History 19th century |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910556880203321 |
|
|
Autore |
Marabini Alessia |
|
|
Titolo |
Critical Thinking and Epistemic Injustice : An Essay in Epistemology of Education / / by Alessia Marabini |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9783030957148 |
9783030957131 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2022.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (239 pages) |
|
|
|
|
|
|
Collana |
|
Contemporary Philosophies and Theories in Education, , 2214-9767 ; ; 20 |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
|
|
Soggetti |
|
Education - Philosophy |
Schools |
Knowledge, Theory of |
Educational Philosophy |
School and Schooling |
Epistemology |
Filosofia de l'educació |
Pensament crític |
Aspectes morals |
Llibres electrònics |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Chapter 1. Introduction -- Chapter 2. Reasoning -- Chapter 3. Ethics, education, and reasoning -- Chapter 4. Critical Thinking and Epistemic Value -- Chapter 5. Critique of Critical Thinking: Bildung and the Value of Critical Thinking -- Chapter 6. Critical Thinking and Education Injustice -- Chapter 7. Conclusions. Education injustice and critical thinking between Bildung, cultural heritage and recognition. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in |
|
|
|
|
|
|
|
|
|
|
assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice. |
|
|
|
|
|
| |