Titlebook: Critical Thinking and Epistemic Injustice; An Essay in Epistemo Alessia Marabini Book 2022 The Editor(s) (if applicable) and The Author(s),

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978-3-030-95716-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Günter Dempewolf,Walter NeddermeyerIn this introduction I present the topic of the investigation carried out in this book and the central theses defended in it. I also clarify some assumptions of my research, summarise its main strands and describe the book’s structure.

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Introduction,In this introduction I present the topic of the investigation carried out in this book and the central theses defended in it. I also clarify some assumptions of my research, summarise its main strands and describe the book’s structure.

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Conclusions. Education Injustice and Critical Thinking Between Bildung, Cultural Heritage and RecogIn this chapter I present the general conclusions of the investigation carried out in this book. I also comment on insightful thoughts of the Italian philosopher Remo Bodei, which cast a bridge between education and important transformations that society is presently going through.

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Contemporary Philosophies and Theories in Educationhttp://image.papertrans.cn/d/image/240166.jpg

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2214-9759 ence Based Education in relation to a Bildung approach.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 vie

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Steuern des Wertpapierbesitzersuggest that deductive, critical thinking can be useful only in contexts where the starting assumptions of the agent, or the problem to be resolved, do not change because the agent does not receive further conflicting information or does not discover that her initial assumptions were incoherent.

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Reasoning,uggest that deductive, critical thinking can be useful only in contexts where the starting assumptions of the agent, or the problem to be resolved, do not change because the agent does not receive further conflicting information or does not discover that her initial assumptions were incoherent.