LEADER 00000cam a2200793Ka 4500 
001    ocn682012366 
003    OCoLC 
005    20170428043912.5 
006    m     o  d         
007    cr bn||||||abp 
007    cr bn||||||ada 
008    101117s2008    enk     ob    001 0 eng d 
019    656314267|a961004569|a965413465 
020    9781441190185|q(electronic book) 
020    144119018X|q(electronic book) 
020    |z0826499724|q(hardback) 
020    |z9780826499721|q(hardback) 
020    |z9781441198334 
020    |z1441198334 
035    (OCoLC)682012366|z(OCoLC)656314267|z(OCoLC)961004569
       |z(OCoLC)965413465 
040    OCLCE|beng|epn|cOCLCE|dOCLCQ|dOCLCO|dYDXCP|dOCLCF|dOCLCQ
       |dYDX|dN$T|dOCLCO|dOCLCQ 
042    dlr 
049    RIDW 
050  4 LB880.S658|bC45 2008 
072  7 EDU|x042000|2bisacsh 
072  7 EDU|x036000|2bisacsh 
072  7 EDU|x024000|2bisacsh 
082 04 370.1|222 
090    LB880.S658|bC45 2008 
100 1  Stables, Andrew,|d1956-|0https://id.loc.gov/authorities/
       names/n94106142 
245 10 Childhood and the philosophy of education :|ban anti-
       Aristotelian perspective /|cAndrew Stables. 
264  1 London ;|aNew York :|bContinuum International Pub.,
       |c[2008] 
264  4 |c©2008 
300    1 online resource (vi, 203 pages). 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gmonochrome|2rdacc 
347    text file|2rdaft 
490 1  Continuum studies in education 
504    Includes bibliographical references (pages 194-200) and 
       index. 
505 00 |gIntroduction.|tConception of childhood --|gpt. 1.
       |tAristotelian heritage --|gpt. 2.|tA fully semiotic view 
       of childhood --|gpt. 3.|tEducation reconsidered --|gpt. 4.
       |tChild in society. 
506    |3Use copy|fRestrictions unspecified|2star|5MiAaHDL 
520 1  "Philosophical accounts of childhood have tended to derive
       from Plato and Aristotle, who portrayed children as 
       unreasonable and incomplete in terms of lacking formal and
       final causes and ends. Despite much rhetoric concerning 
       either the sinfulness or purity of children (as in 
       Puritanism and Romanticism respectively), the assumption 
       that children are marginal has endured. Modern theories, 
       including recent interpretations of neuroscience, have re-
       enforced this sense of children's incompleteness. 
520 8  This monograph seeks to overturn this philosophical 
       tradition. It develops instead a 'fully semiotic' 
       perspective, arguing that in so far as children are no 
       more or less interpreters of the world than adults, they 
       are no more or less reasoning agents. This has radical 
       implications, particularly for the question of how we seek
       to educate children. The study will examine critically the
       bases for the beliefs that more and more compulsory 
       education is necessarily a social good, and that childhood
       must be grown out of and left behind."--Jacket. 
533    Electronic reproduction.|b[S.l.] :|cHathiTrust Digital 
       Library,|d2010.|5MiAaHDL 
538    Master and use copy. Digital master created according to 
       Benchmark for Faithful Digital Reproductions of Monographs
       and Serials, Version 1. Digital Library Federation, 
       December 2002.|uhttp://purl.oclc.org/DLF/benchrepro0212
       |5MiAaHDL 
583 1  digitized|c2010|hHathiTrust Digital Library|lcommitted to 
       preserve|2pda|5MiAaHDL 
588 0  Print version record. 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
600 00 Aristotle.|0https://id.loc.gov/authorities/names/n79004182
600 07 Aristotle.|2fast|0https://id.worldcat.org/fast/29885 
600 07 Aristoteles.|2idszbz 
600 17 Aristoteles.|2swd 
648  7 Geschichte|2swd 
650  0 Education|xPhilosophy.|0https://id.loc.gov/authorities/
       subjects/sh85041014 
650  0 Children and philosophy.|0https://id.loc.gov/authorities/
       subjects/sh85023515 
650  7 Education|xPhilosophy.|2fast|0https://id.worldcat.org/fast
       /902721 
650  7 Children and philosophy.|2fast|0https://id.worldcat.org/
       fast/855229 
655  4 Electronic books. 
776 08 |iPrint version:|aStables, Andrew, 1956-|tChildhood and 
       the philosophy of education.|dLondon ; New York : 
       Continuum International Pub., ©2008|w(DLC)  2008018054
       |w(OCoLC)226966499 
830  0 Continuum studies in education.|0https://id.loc.gov/
       authorities/names/no2006042243 
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=842510|zOnline eBook. Access restricted to 
       current Rider University students, faculty, and staff. 
856 42 |3Instructions for reading/downloading this eBook|uhttp://
       guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d20170505|cEBSCO|tebscoebooksacademic new|lridw 
994    92|bRID