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Results 1 - 10 of 49  for Great Falls College MSU

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“How Much Truth Can a Spirit Dare?” Nietzsche’s “Ethical” Truth Theory as an Epistemic Background for Philosophizing with Children

Eva Marsal

Ethics in Progress, 01 September 2011, Vol.2(2) [Peer Reviewed Journal]

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Was ist Zeit, Herr Tarô Urashima? Denkerziehung mit dem klassischen Bilderbuch

Takara Dobashi ; Eva Marsal

Ethics in Progress, 01 February 2013, Vol.4(1), pp.9-20 [Peer Reviewed Journal]

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Geschichtsbewusstsein und Zeitzeugnis. Nietzsches Genealogie als Anregung zum philosophischen Dialog mit Kindern

Eva Marsal ; Takara Tobashi

Ethics in Progress, 01 September 2014, Vol.5(2), pp.283-305 [Peer Reviewed Journal]

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The Concepts of Japanese and German Primary School Children Relating to the Topic of Death in the Context of Values Education and the Ethics of Care – A German-Japanese Comparison with Gender Analysis

Eva Marsal ; Takara Dobashi

Ethics in Progress, 01 February 2011, Vol.2(1), pp.24-34 [Peer Reviewed Journal]

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Wer verdient respekt? deutsche kinder philosophieren in dialogen und zeichnungen über den begriff „respekt“

Marsal, Eva ; Dobashi, Takara

Childhood & Philosophy, 2013, Issue 17, pp.129-151

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"Who deserves respect?": German children philosophize in dialogs and drawings their concept of respect

Marsal, Eva ; Dobashi, Takara

Childhood & Philosophy, 2013, Issue 17, pp.129-151

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children’s drawings as expressions of “narrative philosophizing” concepts of death a comparison of german and japanese elementary school children

Marsal, Eva ; Dobashi, Takara

Childhood & Philosophy, 2011, Issue 14, pp.251-269

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Children Philosophize: the Revival of an Ancient Greek Ideal

Mateusz Bonecki ; Eva Marsal ; Ewa Nowak ; Barbara Weber

Ethics in Progress, 01 February 2011, Vol.2(1), pp.1-2 [Peer Reviewed Journal]

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Nature gives and nature takes: a qualitative comparison between canadian and german children about their concepts of ‘nature’

Aslanimehr, Parmis ; Marsal, Eva ; Knapp, Fabian ; Weber, Barbara

Childhood & Philosophy, 2018, Vol.14(30), pp.483-515

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Individuation durch das freie spiel der erfahrung. von nietzsches metaphysisch-pädagogischem konzept zu john deweys gesellschaftspolitisch-pädagogischem konzept

Marsal, Eva

Childhood & Philosophy, 2009, Issue 9, pp.103-115

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