Titlebook: Justice, Morality and Education; A New Focus in Ethic Les Brown Book 1985 Leslie Melville Brown 1985 education.ethics.morality

只看該作者 · 發(fā)表于 2025-3-25 04:12:12

cient and modern philosophers. .Feminist Reflections on the History of Philosophy. will be of interest to historians of philosophy, feminist theorists, women‘s studies faculty and students, and humanists interested in canon formation and transformation.978-94-017-4004-3978-1-4020-2489-4Series ISSN 1879-8578 Series E-ISSN 2352-2585

只看該作者 · 發(fā)表于 2025-3-25 10:34:33

Les Browncient and modern philosophers. .Feminist Reflections on the History of Philosophy. will be of interest to historians of philosophy, feminist theorists, women‘s studies faculty and students, and humanists interested in canon formation and transformation.978-94-017-4004-3978-1-4020-2489-4Series ISSN 1879-8578 Series E-ISSN 2352-2585

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只看該作者 · 發(fā)表于 2025-3-25 23:53:35

cient and modern philosophers. .Feminist Reflections on the History of Philosophy. will be of interest to historians of philosophy, feminist theorists, women‘s studies faculty and students, and humanists interested in canon formation and transformation.978-94-017-4004-3978-1-4020-2489-4Series ISSN 1879-8578 Series E-ISSN 2352-2585

只看該作者 · 發(fā)表于 2025-3-26 02:11:46

Les Browncient and modern philosophers. .Feminist Reflections on the History of Philosophy. will be of interest to historians of philosophy, feminist theorists, women‘s studies faculty and students, and humanists interested in canon formation and transformation.978-94-017-4004-3978-1-4020-2489-4Series ISSN 1879-8578 Series E-ISSN 2352-2585

只看該作者 · 發(fā)表于 2025-3-26 07:39:45

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cient and modern philosophers. .Feminist Reflections on the History of Philosophy. will be of interest to historians of philosophy, feminist theorists, women‘s studies faculty and students, and humanists interested in canon formation and transformation.978-94-017-4004-3978-1-4020-2489-4Series ISSN 1879-8578 Series E-ISSN 2352-2585

只看該作者 · 發(fā)表于 2025-3-26 16:31:50

Les Brown conceptualise each as an example of how becoming-academic is narrated to both claim and contest academic recognition. We situate the three examples of academics sharing their experiences in relation to enduring feminist debates about the epistemological and political significance of experiential kn

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