Title

Social Justice, Epistemology and Educational Reform

Document Type

Article

Publication Date

1-1-1995

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.

DOI

10.1111/j.1467-9752.1995.tb00366.x

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