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020 |a9789401587822|9978-94-015-8782-2
024 7 |a10.1007/978-94-015-8782-2|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
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245 10|aPhilosophy of Development|h[electronic resource] :|bReconstructing the Foundations of Human Development and Education /|cedited by A.W. van Haaften, Michiel Korthals, T.E. Wren.
250 |a1st ed. 1997.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1997.
300 |aVIII, 296 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophy and Education ;|v8
505 0 |aOne Theoretical Framework -- 1. Philosophy of development: an invitation -- 2. The concept of development -- 3. Models of human development -- 4. Foundational development -- 5. Reconstruction and explanation of foundational development -- 6. Evaluative claims about foundational development -- Two Theories of Individual and Collective Development -- 7. Dimensions of individual and collective development in various domains -- 8. Cognitive development -- 9. Moral development -- 10. Aesthetic development -- 11. Scientific development -- 12. Societal development -- 13. Artistic development -- Three Development and Education -- 14. Conceptual development and education -- 15. Education and the development of personal autonomy -- Four Philosophical Context -- 16. Structuralist and hermeneutic approaches to development -- 17. Developmental philosophy and postmodernism -- References -- About the authors.
520 |aPhilosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development and education.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation|xPhilosophy.
650 14|aPhilosophy of Education.
700 1 |avan Haaften, A.W.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aKorthals, Michiel.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aWren, T.E.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792343196
776 08|iPrinted edition:|z9789048147700
776 08|iPrinted edition:|z9789401587839
830 0|aPhilosophy and Education ;|v8
856 40|uhttps://doi.org/10.1007/978-94-015-8782-2
912 |aZDB-2-SHU
912 |aZDB-2-SXPR
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)