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Living With Uncertainty While Maintaining Educational Values (A Critical Overview)


by Robin Barrow 2013

This paper endorses the overall argument of the preceding contributions. It argues for an approach to teacher education focused more strongly on the nature of the educational enterprise and the why, wherefore and how of teaching specific subjects. The importance of distinguishing between the provisional nature of knowledge claims and relativism is stressed, as is the distinction between the uncertain and the arbitrary.


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This article originally appeared as NSSE Yearbook Vol 112. No. 1.


Cite This Article as: Teachers College Record Volume 115 Number 13, 2013, p. 238-258
http://www.tcrecord.org ID Number: 18328, Date Accessed: 10/22/2017 9:54:55 AM

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About the Author
  • Robin Barrow
    Simon Fraser University
    ROBIN BARROW is Professor of Philosophy of Education and Dean Emeritus at Simon Fraser University, Canada. He was previously Reader at the University of Leicester, UK. He is the author of numerous books and papers in philosophy, Greek and Roman history, and education. He was elected a Fellow of The Royal Society of Canada in 1996.
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