The pervasiveness of the rational-conceptual: an educational-philosophical perspective on nature, world and ‘sustainable development’

References

• Bakhurst, D. 2011. The Formation of Reason. Oxford: Wiley-Blackwell.
   Google Scholar
• Bakhurst, D. 2015. “Training, Transformation and Education.” Royal Institute of Philosophy Supplement 76: 301–327. doi:10.1017/S135824611500003X.
   Google Scholar
• Bakhurst, D. 2016. “Response to Rödl, Standish and Derry.” Journal of Philosophy of Education 50 (1): 123–129. doi:10.1111/1467-9752.12178.
   Google Scholar
• Bonnett, M. 1983. “Education in a Destitute Time.” Journal of Philosophy of Education 17 (1): 21–33. doi:10.1111/j.1467-9752.1983.tb00013.x.
   Google Scholar
• Bonnett, M. 1994. Children’s Thinking: Promoting Understanding in the Primary School. London: Cassell.
   Google Scholar
• Bonnett, M. 1997. “Environmental Education and Beyond.” Journal of Philosophy of Education 31 (2): 249–266. doi:10.1111/1467-9752.00054.
   Web of Science ®Google Scholar
• Bonnett, M. 1999. “Education for Sustainable Development: A  Coherent Philosophy for Environmental Education?” Cambridge Journal of Education 29 (3): 313–324. doi:10.1080/0305764990290302.
   Google Scholar
• Bonnett, M. 2000. “Environmental Concern and the Metaphysics of Education.” Journal of Philosophy of Education 34 (4): 591–602. doi:10.1111/1467-9752.00196.
   Web of Science ®Google Scholar
• Bonnett, M. 2004a. Retrieving Nature: Education for a Post-Humanist Age. Oxford: Blackwell.
   Google Scholar
• Bonnett, M. 2004b. “Lost in Space? Education and the Concept of Nature.” Studies in Philosophy and Education 23 (2–3): 117–130. doi:10.1023/B:SPED.0000024430.06355.b7.
   Google Scholar
• Bonnett, M. 2007. “Environmental Education and the Issue of Nature.” Journal of Curriculum Studies 39 (6): 707–721. doi:10.1080/00220270701447149.
   Web of Science ®Google Scholar
• Bonnett, M. 2009a. “Education and Selfhood: A Phenomenological Investigation.” Journal of Philosophy of Education 43 (3): 357–370. doi:10.1111/j.1467-9752.2009.00698.x.
   Web of Science ®Google Scholar
• Bonnett, M. 2009b. “Systematic Wisdom, the ‘Selving’ of Nature, and Knowledge Transformation: Education for the ‘Greater Whole’.” Studies in Philosophy and Education 23 (2–3): 39–49. doi:10.1007/s11217-008-9109-z.
   Google Scholar
• Bonnett, M. 2010. “Education and the Environment.” In The SAGE Handbook of Philosophy of Education, edited by R. Bailey, R. Barrow, D. Carr and C. McCarthy, 517–531. London: SAGE.
   Google Scholar
• Bonnett, M. 2012. “Environmental Concern, Moral Education and Our Place in Nature.” Journal of Moral Education 41 (3): 285–300. doi:10.1080/03057240.2012.691643.
   Web of Science ®Google Scholar
• Bonnett, M. 2017. “Environmental Consciousness, Sustainability, and the Character of Philosophy of Education.” Studies in Philosophy and Education 36 (3): 333–347. doi:10.1007/s11217-016-9556-x.
   Web of Science ®Google Scholar
• Bonnett, M. 2018. “Ecology and Environmental Education.” In International Handbook of Philosophy of Education: Volume 2, edited by P. Smeyers, 1083–1096. Cham: Springer.
   Google Scholar
• Bonnett, M. 2019a. “Transcendent Nature, Sustainability and ‘Ecologizing’ Education.” (keynote paper delivered at the 54th annual conference of Philosophy of Education Society of Great Britain, New College, Oxford, 31 March 2019) Conference Programme and Abstracts: 35–47.
   Google Scholar
• Bonnett, M. 2019b. “Interpreting the Idea of the Anthropocene, and its Relevance to Education.” On Education. Journal for Research and Debate 2 (4): 1–4. doi:10.17899/on_ed.2019.4.2.
   Google Scholar
• Davidson, D. 2001 [1983]. “A Coherence Theory of Truth and Knowledge.” In Subjective, Intersubjective, Objective, D. Davidson, 137–157. Oxford: Clarendon Press.
   Google Scholar
• Derry, J. 2013. Vygotsky: Philosophy and Education. Oxford: Wiley-Blackwell.
   Google Scholar
• Derry, J. 2020. “A Problem for Cognitive Load Theory—the Distinctively Human Life-form.” Journal of Philosophy of Education 54 (1): 5–22. doi:10.1111/1467-9752.12411.
   Web of Science ®Google Scholar
• Dreyfus, H. L. 2005. “Overcoming the Myth of the Mental: How Philosophers Can Profit from the Phenomenology of Everyday Expertise.” Proceedings and Addresses of the American Philosophical Association 79 (2): 47–65.
   Google Scholar
• Dreyfus, H. L. 2007a. “The Return of the Myth of the Mental.” Inquiry 50 (4): 352–365. doi:10.1080/00201740701489245.
   Web of Science ®Google Scholar
• Dreyfus, H. L. 2007b. “Response to McDowell.” Inquiry 50 (4): 371–377. doi:10.1080/00201740701489401.
   Web of Science ®Google Scholar
• Dreyfus, H. L. 2013. “The Myth of the Pervasiveness of the Mental.” In Mind, Reason, and Being-in-the-World: The McDowell-Dreyfus Debate, edited by J. K. Schear, 15–40. London: Routledge.
   Google Scholar
• Dreyfus, H. L., and Taylor, C. 2015. Retrieving Realism. Cambridge, MA: Harvard University Press.
   Google Scholar
• International Network of Philosophers of Education. 2019. “Call for Papers.” Retrieved from https://inpe.info/wp-content/uploads/2019/05/CFP-EDUCATION-THE-ENVIRONMENT-AND-SUSTAINABILITY-INPE-Mexico-City-2020-Final.pdf. Accessed 15 April 2020.
   Google Scholar
• McDowell, J. 1996 [1994]. Mind and World. Cambridge, MA: Harvard university Press.
   Google Scholar
• McDowell, J. 2000. “Experiencing the World.” In John McDowell: Reason and Nature, edited by M. Willaschek, 3–18. Münster, Germany: LIT.
   Google Scholar
• McDowell, J. 2009a [2007]. “What Myth?” In The Engaged Intellect, J. McDowell, 308–323. Cambridge, MA: Harvard University Press.
   Google Scholar
• McDowell, J. 2009b [2007]. “Response to Dreyfus.” In The Engaged Intellect, J. McDowell, 324–328. Cambridge, MA: Harvard University Press.
   Google Scholar
• McDowell, J. 2009c [2008]. “Avoiding the Myth of the Given.” In Having the World in View, J. McDowell, 256–272. Cambridge, MA: Harvard University Press.
   Google Scholar
• McDowell, J. 2009d [2003]. “Subjective, Intersubjective, Objective.” In The Engaged Intellect, J. McDowell, 152–159. Cambridge, MA: Harvard University Press.
   Google Scholar
• McDowell, J. 2009e [1999]. “Scheme-Content Dualism and Empiricism.” In The Engaged Intellect, J. McDowell, 115–133. Cambridge, MA: Harvard University Press.
   Google Scholar
• McDowell, J. 2011. Perception as a Capacity for Knowledge. Milwaukee, Wis: Marquette University Press.
   Google Scholar
• McDowell, J. 2013. “The Myth of the Mind as Detached.” In Mind, Reason, and Being-in-the-World: The McDowell-Dreyfus Debate, edited by J. K. Schear, 41–58. London: Routledge.
   Google Scholar
• Miller, A. 2020. “The Promise of Bildung—or ‘A World of One’s Own’.” Journal of Philosophy of Education (ahead-of-print, 1–18) doi:10.1111/1467-9752.12528.
   Web of Science ®Google Scholar
• Misawa, K. 2016. “Rethinking the ‘Social’ in Educational Research: On What Underlies Scheme-Content Dualism.” Ethics and Education 11 (3): 326–337. doi:10.1080/17449642.2016.1243503.
   Web of Science ®Google Scholar
• Misawa, K. 2017. “Humans, Animals and the World We Inhabit—On and Beyond the Symposium ‘Second Nature, Bildung and McDowell: David Bakhurst’s The Formation of Reason’.” Journal of Philosophy of Education 51 (4): 744–759. doi:10.1111/1467-9752.12267.
   Web of Science ®Google Scholar
• Misawa, K. 2020. “Nature in Our Experience: Bonnett, McDowell and the Possibility of a Philosophical Study of Human Nature.” Studies in Philosophy and Education 39 (2): 135–150. doi:10.1007/s11217-019-09700-0.
   Web of Science ®Google Scholar
• Rödl, S. 2016. “Education and Autonomy.” Journal of Philosophy of Education 50 (1): 84–97. doi:10.1111/1467-9752.12175.
   Web of Science ®Google Scholar
• Smeyers, P., Smith, R. and Standish, P. 2010 [2007]. The Therapy of Education: Philosophy, Happiness and Personal Growth. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Standish, P. 2016. “The Disenchantment of Education and the Re-enchantment of the World.” Journal of Philosophy of Education 50 (1): 98–116. doi:10.1111/1467-9752.12176.
   Web of Science ®Google Scholar
• Taylor, C. 1995 [1992]. “Heidegger, Language and Ecology.” In Philosophical Arguments, C. Taylor, 100–126. Cambridge, MA: Harvard University Press.
   Google Scholar
• Webb, S. 2020. “Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind – Introduction.” Journal of Philosophy of Education 54 (6): 1494–1509. doi:10.1111/1467-9752.12529.
   Web of Science ®Google Scholar