Vol. 18 (2015)

Table of contents

Introduction

Introduction

Andrzej Wierciński

9-14

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Wprowadzenie

Andrzej Wierciński

15-21

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Articles and Dissertations

Judgment, Imagination and Bildung

Roger Savage

25-40

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Hermeneutics of the Educational Process: Bildung as Collective Intentionality

Francesco Forlin

41-58

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The Hermeneutic Priority of the Question: Cultivating the Hermeneutic Ear

Małgorzata Przanowska

59-80

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Legal Hermeneutics: The Text and Beyond

George Taylor

81-96

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Application: Between Hermeneutics and Education. Paul Ricoeur’s Perspective

Tomas Domingo Moratalla

97-114

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Paul Ricoeur and the Hermeneutic Challenge of Cultural Authority in Education

Lech Witkowski

115-128

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Multicultural Education: The Translation Model

Sebastian Purcell

129-148

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Mutuality and Intersubjective Dialogue in Religious Education

Daniel Shuster

149-176

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Against Strong Reductivism in Neuroscience Education: A Three-pronged Argument

James Scott Johnston

177-202

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Unifying heart and mind - Discussing the principles of day care education

Wen Ma

203-216

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Sufferance, Freedom and Meaning: Viktor Frankl and Martin Heidegger

Francesco Brencio

217-246

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Education as a Personal Journey: An Excursion into Jung’s Notion of Individuation

Evangelos Tsempelis

247-263

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Reviews

Klaudia Węc,Granice i transgresje współczesnego wychowania. Kontestacyjny wymiar pedagogiki krytycznej i jej praktyczne implikacje

Andrzej Wierciński

267-274

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Klaudia Węc, Granice i transgresje współczesnego wychowania. Kontestacyjny wymiar pedagogiki krytycznej i jej praktyczne implikacje

Małgorzata Przanowska

275-282

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Reports From The Conferences

A Report of the 3rd International Congress „The Word in Education. Good Practice in Times of Crisis”. Barcelona, November 27–28, 2015

Paweł Kaźmierczak

285-289

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