{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":27,"n_cols":5,"rows_kept":27,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[9,2,9,3],[10,2,10,3],[11,2,11,3],[12,2,12,3],[18,2,18,3],[19,2,19,3],[23,2,23,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910777333603321"]
[null,null,"Titolo",null,"Education, knowledge, and truth : beyond the postmodern impasse / / edited by David Carr"]
[null,null,"Pubbl/distr/stampa",null,"London ; ; New York : , : Routledge, , 1998"]
[null,null,"ISBN",null,"0-203-28622-7"]
[{"$nulls":4},"1-280-10459-7"]
[{"$nulls":4},"0-203-29912-4"]
[{"$nulls":4},"1-134-71432-7"]
[{"$nulls":4},"9780203299124"]
[{"$nulls":4},"1-134-71431-9"]
[null,null,"Descrizione fisica",null,"1 online resource (263 p.)"]
[null,null,"Collana",null,"Routledge international studies in the philosophy of education ; ; 4"]
[null,null,"Disciplina",null,"370/.1"]
[null,null,"Soggetti",null,"Education - Philosophy"]
[{"$nulls":4},"Postmodernism and education"]
[{"$nulls":4},"Knowledge, Theory of"]
[{"$nulls":4},"Inquiry (Theory of knowledge)"]
[{"$nulls":4},"Truth"]
[{"$nulls":4},"Curriculum planning"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Contents; Notes on contributors; Preface and acknowledgements; Introduction: The post-war rise and fall of educational epistemology; Knowledge in general; Knowledge, truth and education; Interpretation, construction and the 'postmodern' ethos; Knowledge in particular; Science education after postmodernism; Truth in religion: Wittgensteinian considerations; Truth, arts education and the 'postmodern condition'; Fictional truth; Moral education and the objectivity of values; Virtues and human flourishing: a teleological justification; The wider socio-political context"]
[{"$nulls":4},"The politics of difference and common educationEpistemology, politics and curriculum construction; Feminism, epistemology and education; Knowledge and learning; Learning as invention: education and constructivism; Education, knowledge and critical thinking; Assessment and the challenge of scepticism; Postscript; Index"]
[null,null,null,"Sommario/riassunto","This collection aims to explore different conceptions of epistemological "]
[{"$nulls":4},"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"]