Abstract
The paper explores the work of four contemporary theorists of educational reform, following deep currents in epistemology and the theory of rationality. An examination of the positions yields a controversial epistemological conclusion which promotes the examination of philosophical issues relevant to education and the modernist/postmodernist debate.
| Original language | English |
|---|---|
| Pages (from-to) | 369-386 |
| Number of pages | 18 |
| Journal | Journal of Philosophy of Education |
| Volume | 29 |
| Issue number | 3 |
| DOIs | |
| State | Published - Nov 1995 |
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