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dc.contributor.authorPeters, Michael A.
dc.date.accessioned2012-09-20T22:14:10Z
dc.date.available2012-09-20T22:14:10Z
dc.date.copyright2012-10-14
dc.date.issued2012
dc.identifier.citationPeters, Michael A. (2012). Educational research and the philosophy of context. Educational Philosophy and Theory. 44(8), 793-800.en_NZ
dc.identifier.issn1469-5812
dc.identifier.urihttp://hdl.handle.net/10289/6647
dc.description.abstractEditorial. 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.isoen
dc.publisherWileyen_NZ
dc.relation.ispartofEducational Philosophy and Theory
dc.titleEducational research and the philosophy of contexten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1111/j.1469-5812.2012.00845.xen_NZ
pubs.elements-id48559


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