Be(com)ing Human (Record no. 104961)

000 -LEADER
fixed length control field 02535nam a22003975i 4500
001 - CONTROL NUMBER
control field 978-94-6091-997-8
003 - CONTROL NUMBER IDENTIFIER
control field DE-He213
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140220083349.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 121026s2012 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789460919978
-- 978-94-6091-997-8
024 7# - OTHER STANDARD IDENTIFIER
Standard number or code 10.1007/978-94-6091-997-8
Source of number or code doi
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number L1-991
072 #7 - SUBJECT CATEGORY CODE
Subject category code JN
Source bicssc
072 #7 - SUBJECT CATEGORY CODE
Subject category code EDU000000
Source bisacsh
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370
Edition number 23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Stables, Andrew.
Relator term editor.
245 10 - TITLE STATEMENT
Title Be(com)ing Human
Medium [electronic resource] :
Remainder of title Semiosis and the Myth of Reason /
Statement of responsibility, etc edited by Andrew Stables.
264 #1 -
-- Rotterdam :
-- SensePublishers :
-- Imprint: SensePublishers,
-- 2012.
300 ## - PHYSICAL DESCRIPTION
Extent XII, 143 p.
Other physical details online resource.
336 ## -
-- text
-- txt
-- rdacontent
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-- computer
-- c
-- rdamedia
338 ## -
-- online resource
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-- rdacarrier
347 ## -
-- text file
-- PDF
-- rda
490 1# - SERIES STATEMENT
Series statement Educational Futures Rethinking Theory and Practice ;
Volume number/sequential designation 56
520 ## - SUMMARY, ETC.
Summary, etc Educational theory is necessarily concerned with what it means to become human, ‘becoming’ implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one’s human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense; the present argument will focus on the latter. What, therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.ent beings
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education (general).
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title Educational Futures Rethinking Theory and Practice ;
Volume number/sequential designation 56
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-6091-997-8
912 ## -
-- ZDB-2-SHU

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