Rucker, Thomas (2014). Erkenntnisfortschritt, -stillstand oder -rückschritt? Zum Erkenntnisniveau pädagogischer Bildungstheorie. Erwägen, Wissen, Ethik EWE, 25(2), pp. 316-318. Lucius & Lucius
Full text not available from this repository.Item Type: |
Journal Article (Original Article) |
---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > General and Historical Educational Science |
UniBE Contributor: |
Rucker, Thomas |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
1610-3696 |
Publisher: |
Lucius & Lucius |
Language: |
German |
Submitter: |
Thomas Rucker |
Date Deposited: |
27 Jan 2015 10:10 |
Last Modified: |
05 Dec 2022 14:39 |
URI: |
https://boris.unibe.ch/id/eprint/62100 |