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Educational research and the philosophy of context

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dc.contributor.author Peters, Michael A.
dc.date.accessioned 2012-09-20T22:14:10Z
dc.date.available 2012-09-20T22:14:10Z
dc.date.copyright 2012-10-14
dc.date.issued 2012
dc.identifier.citation Peters, Michael A. (2012). Educational research and the philosophy of context. Educational Philosophy and Theory. 44(8), 793-800. en_NZ
dc.identifier.issn 1469-5812
dc.identifier.uri http://hdl.handle.net/10289/6647
dc.description.abstract Editorial. Wittgenstein, the Austrian counter-Enlightenment philosopher who developed two distinctive philosophies and influenced the turn towards language (‘the linguistic turn’) was perhaps the preeminent philosopher of context. The work know as the Philosophical Investigations (Wittgenstein, 1953), published posthumously, asserted a doctrine of ‘meaning as use’ and helps to supply a pragmatic account of meaning that simultaneously took on both cultural and historic aspects leading to a radical semantic, cultural and epistemological contextualism. en_NZ
dc.language.iso en
dc.publisher Wiley en_NZ
dc.relation.ispartof Educational Philosophy and Theory
dc.title Educational research and the philosophy of context en_NZ
dc.type Journal Article en_NZ
dc.identifier.doi 10.1111/j.1469-5812.2012.00845.x en_NZ


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