| 000 | 01186cam a2200205 4500500 | ||
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| 005 | 20250121144259.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aJacquet-Francillon, François _eauthor |
| 245 | 0 | 0 | _aAnother View of School Subjects |
| 260 | _c2015. | ||
| 500 | _a61 | ||
| 520 | _aIn L’ordre du discours, Foucault distinguishes three types of internal “limitations” in discourse: the technique of commentary, reliance on authors, and, opposed to the previous two, the training of teachers of the subjects. However, this opposition also sheds new light on the history of school culture, which for two or three centuries, and not before, has been structured as a set of subjects that themselves incorporate the standards of legitimacy of the objects of knowledge (standards of experience) and the standards of truth of scientific statements (standards of proof). | ||
| 690 | _ahistory of education | ||
| 690 | _aFoucault | ||
| 690 | _aschool subjects | ||
| 690 | _aschool culture | ||
| 786 | 0 | _nLe Télémaque | o 47 | 1 | 2015-05-13 | p. 39-57 | 1263-588X | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-le-telemaque-2015-1-page-39?lang=en&redirect-ssocas=7080 |
| 999 |
_c588981 _d588981 |
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