Erkenntnisfortschritt, -stillstand oder -rückschritt? Zum Erkenntnisniveau pädagogischer Bildungstheorie

Rucker, Thomas (2014). Erkenntnisfortschritt, -stillstand oder -rückschritt? Zum Erkenntnisniveau pädagogischer Bildungstheorie. Erwägen, Wissen, Ethik EWE, 25(2), pp. 316-318. Lucius & Lucius

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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:

11 Aug 2015 11:15

URI:

https://boris.unibe.ch/id/eprint/62100

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