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| 003 | ZW-GwMSU | ||
| 005 | 20241015111803.0 | ||
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| 022 | _a03098249 | ||
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_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB14.6 JOU |
| 100 | 1 |
_aHalpin, David _eauthor |
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| 245 | 1 | 0 |
_aEssaying and reflective practice in education: _bthe legacy of Michel de Montaigne _ccreated by David Halpin |
| 264 | 1 |
_aLondon: _bBlackwell, _c2015 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal of Philosophy of Education _vVolume 49, number 1 |
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| 520 | 3 | _aAlthough the French Renaissance sceptic Michel de Montaigne (1533–92) is a much-admired thinker among many literary historians and some philosophical ones, his oeuvre hardly features in critical surveys of ideas in education. This is strange given that Montaigne offers modern educators an exemplary form of communicative discourse which anticipates contemporary education theory’s emphasis on the importance of reflective practice and learning from experience. While each of these themes is capable of being rendered as repetitious slogans, sound-bites even, Montaigne, through his emphasis on free thinking and self-study, helps to rescue them from such a fate, identifying a dialectical method called ‘essaying’ which has genuine purchase on practice and its improvement. | |
| 650 |
_aEssaying _vPractice in education _xLegacy of Michel de Montaigne |
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| 856 | _uhttps://doi.org/10.1111/1467-9752.12098 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c167782 _d167782 |
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