Titlebook: Comparative and Decolonial Studies in Philosophy of Education; David G. Hebert Book 2023 The Editor(s) (if applicable) and The Author(s),

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Accord

Spacetime, Geometry and Gravitationucation 2030) in light of the conceptualizations of Humboldtian .and the Kyoto School, as represented by Nishida Kitaro. Both philosophies, from the West and the East, emphasize the importance of reflective experiences in education, which is in line with the proposals of OECD Education 2030. However

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Spherically Symmetric Gravitational Field (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fr?bel. This chapte

指耕作

Spacetime, Geometry and Gravitation a discussion of how Sikolohiyang Pilipino can impact both educational institutions and informal institutions such as in family and community settings. The use of Sikolohiyang Pilipino as a lens through which one can view education can deepen one’s understanding of educational concepts within Filipi

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Spherically Symmetric Gravitational Fieldthe second makes the case that moral education is best understood as being a part of an institution’s culture. The author finds the latter articulation to be more compelling and suggests that the philosophy of ubuntu would support this institutionally global approach to moral education. The author r

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Cosmopolitan

Schwarzschild and Kerr Solutionsrope. The mutual Orientalization of the “other” during the Cold War period in both democratic and communist camps appears to have occasioned prevailing after-effects in the field of Polish music education. This chapter discusses the above thesis in relation to the writings of three highly influentia

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Spacetime, Geometry and GravitationIn the day-to-day routines of education, teachers are often left with the impression that the challenges they face are permanent and universal, yet a remarkable?.?of contexts and approaches—some of which may embody .—is among the most common findings to arise from studies in international-comparative education.