Source: https://www.theliteracybug.com/references-1
Timestamp: 2019-04-23 12:28:50+00:00

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The linked lists include readings which are categorised according to themes. These themes include the following: texts by Wittgenstein, texts about Wittgenstein, and texts about seeing aspects, language learning, being literate, literature, (cultural) practices, learning & knowing, and social inclusion & exclusion. Welcome. Please explore the themed reading lists. Click here to explore more.
Wittgenstein, L. (1967a). Remarks on Frazer’s Golden Bough. Synthese, 17, 233 – 253.
Wittgenstein, L. (1967b). Zettel. (G. E. M. Anscombe & G. H. von Wright, Eds.). Berkeley, CA: University of California Press.
Wittgenstein, L. (1969). On Certainty. (G. E. M. Anscombe & G. H. von Wright, Eds.). New York: Harper Torchbooks.
Wittgenstein, L. (1974). Philosophical Grammar. (R. Rhees, Ed.). Berkeley, CA: University of California Press.
Wittgenstein, L. (1978). Remarks on the Foundation of Mathematics. (G. H. von Wright, G. E. M. Anscombe, & R. Rhees, Eds.) (3rd ed.). Chicago: University of Chicago Press.
Wittgenstein, L. (1980a). Culture and value. Chicago: University of Chicago Press.
Wittgenstein, L. (1980b). Remarks on the Philosophical of Psychology, Vol. 1. (G. E. M. Anscombe & G. H. von Wright, Eds.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (1982). Last writing on the philosophy of psychology: Vol 1, preliminary studies for Part II of Philosophical Investigations. (G. H. von Wright & H. Nyman, Eds.). Oxford, UK: Blackwell Publishing.
Wittgenstein, L. (1992). Last writings on the Philosophy of Psychology. Vol 2. The Inner and the Outer, 1949 - 1951. (G. H. von Wright & H. Nyman, Eds.). Oxford, UK: Blackwell Publishing.
For a full list of works by Ludwig Wittgenstein, refer to Wittgenstein's bibliography at the Stanford Encyclopaedia of Philosophy [online].
Affeldt, S. G. (2010). On the difficulty of seeing aspects and the “therapeutic” reading of Wittgenstein. In W. Day & V. J. Krebs (Eds.), Seeing Wittgenstein anew (pp. 268 – 288). Cambridge: Cambridge University Press.
Burbles, N., & Peters, M. (2010). Tractarian pedagogies. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 65 – 80). London: Paradigm Publishers.
Cavell, S. (1989). The new yet unapproachable America: lectures after Emerson after Wittgenstein. Chicago: University of Chicago Press.
Cioffi, F. (2010). Overviews: what are they of and what are they for? In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 291 – 313). Cambridge: Cambridge University Press.
Edmonds, D., & Eidinow, J. (2001). Wittgenstein’s Poker: the story of a ten-minutes argument between two great philosophers. London: Faber and Faber.
Eldridge, R. (2010). Wittgenstein and aspect-seeing, the nature of discursive consciousness, and the experience of agency. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 162 – 179). Cambridge: Cambridge University Press.
Floyd, J. (2010). On being surprised: Wittgenstein on aspect-perception, logic and mathematics. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 314 – 337). Cambridge: Cambridge University Press.
Fogelin, R. (2009). Taking Wittgenstein at his word: a textual study. Princeton: Princeton University Press.
Gerrard, S. (1996). A philosophy of mathematics between two camps. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 171 – 197). Cambridge: Cambridge University Press.
Hacker, P. M. S. (2009). Wittgenstein’s Anthropological and Ethnological Approach. In J. P. Galvez (Ed.), Philosophical Anthropology: Wittgenstein’s Perspective (pp. 1 – 17). Piscataway, NJ: Transaction Books.
Hagberg, G. (2010). In a new light: Wittgenstein, aspect-perception, and retrospective change in self-understanding. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 101 – 119). Cambridge: Cambridge University Press.
Huemer, W. (2006). The transition from causes to norms: Wittgenstein on training. Grazer Philosophische Studien, 71(1), 205 – 225.
Kober, M. (1996). Certainties of a world-picture: the epistemological investigations of On Certainty. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 411 – 441). Cambridge: Cambridge University Press.
Krebs, V. (2010). The bodily root: seeing aspects and inner experience. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 120 – 139). Cambridge: Cambridge University Press.
McGinn, M. (2004). Seeing and aspect seeing: Philosophical Investigations, 398-401: Part II, section xi. In M. McGinn (Ed.), Routledge philosophy guidebook to Wittgenstein and the Philosophical Investigation (pp. 177 – 204). London: Routledge.
Minar, E. (2010). The philosophical significance of meaning-blindness. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 183 – 203). Cambridge: Cambridge University Press.
Monk, R. (1990). Ludwig Wittgenstein: the duty of genius. London: Vintage.
Moyal-Sharrock, D. (2013). Wittgenstein Today. In International Conference on Wittgenstein and Contemporary Philosophy and the Inaugural Meeting of the Chinese Wittgenstein Society. Beijing: Beijing Normal University.
Olssen, M. E. H. (2010). Discourse, Complexity, Life: Elaborating the Possibilities of Foucault’s Materialist Concept of Discourse. Beyond Universal Pragmatics. Interdisciplinary Communication Studies, 4, 25 – 58.
Peters, M. (2010a). Philosophy, therapy and unlearning. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 101 – 130). London: Paradigm Publishers.
Peters, M. (2010b). Wittgenstein as exile: a philosophical topography. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 15 – 34). London: Paradigm Publishers.
Pitkin, H. F. (1972). Wittgenstein and Justice. Berkeley, CA: University of California Press.
Scheman, N. (1996). Forms of life: mapping the rough ground. In H. Sluga & D. Stern (Eds.), The Cambridge companion to Wittgenstein (pp. 383 – 410). Cambridge: Cambridge University Press.
Shotter, J. (1996). Talking of saying, showing, gesturing and feeling in Wittgenstein and Vygotsky. Communication Review, 1(4), 471 – 495.
Smeyers, P. (2010). Images and pictures, seeing and imagining. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 81 – 100). London: Paradigm Publishers.
Smeyers, P., & Peters, M. (2010). “Perspicuous representation,” genealogy and interpretation. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 35 – 64). London: Paradigm Publishers.
Sterrett, S. G. (2005). Pictures of Sounds: Wittgenstein on Gramophone Records and the Logic of Depiction. Studies in History and Philosophy of Science Part A, 36(2), 351–362.
Sterrett, S. G. (2006). Wittgenstein flies a kite: a story of models of wings and models of the world. New York: Pi Press.
Carpenter, E. T. (1977). Wittgenstein’s “Language-Game” - A Tool For Cognitive Developmentalists. Transactions of the Nebraska Academy of Sciences and Affiliated Societies, (Paper 459), 161–163.
Cavell, S. (2010). The touch of words. In W. Day and V. Krebs (Eds), Seeing Wittgenstein anew. (pp. 81 - 98). Cambridge: Cambridge University Press.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 160 – 170.
Day, W. (2010). Wanting to say something: aspect-blindness and language. In W. Day & V. Krebs (Eds.), Seeing Wittgenstein anew (pp. 204 – 224). Cambridge: Cambridge University Press.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Miflin.
Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.
Newell, A., & Simon, H. A. (1972). Human problem solving. New York: Prentice-Hall.
Painter, C. (2003). Developing attitude: An ontogenetic perspective on appraisal. Text - the Hague Then Amsterdam Then Berlin, 23(2), 183 – 210.
Peters, M. (2010). Philosophy, therapy and unlearning. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 101 – 130). London: Paradigm Publishers.
Pylyshyn, Z. (1984). Computation and cognition. Cambridge, MA: MIT Press.
Scardamalia, M., & Bereiter, C. (1985). Fostering the Development of Self-regulation in Children’s Knowledge Processing. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and Learning Skills: Research and Open Questions. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schwandt, T. (1994). Constructivist, interpretivist approaches to human inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 118 – 137). Thousand Oaks: SAGE Publications.
Barlett, L., & Garcia, O. (2011). Additive schooling in subtractive times: bilingual education and dominican immigrant youth in the Heights (p. 304). Nashville: Vanderbilt University Press.
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York: Praeger.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford, UK: Oxford University Press.
Ellis, R. (1997). Second language acquisition. Oxford, UK: Oxford University Press.
Fodor, J. (1975). The language of thought. Cambridge, MA: Harvard University Press.
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Gee, J. (1996). Social linguistics and literacies: ideology in discourses (2nd ed.). London: The Falmer Press.
Gee, J. P. (1999). An Introduction to Discourse Analysis: theory and method. London: Routledge.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: A language-based approach to cognition. New York: Continuum.
Krashen, S. D. (1983). Principles and practices in second language acquisition. Oxford, UK: Oxford University Press.
Labov, W. (1972). Language in the inner city: Studies in Black English vernacular. Philadelphia: University of Pennsylvania Press.
Labov, W. (1974). The art of sounding and signifying. In W. Gage (Ed.), Language in its social setting (pp. 84 – 116). Washington D.C.: Anthropological Society of Washington.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438 – 476.
Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 66 – 87). London: Cassell.
Rickford, J. R., & Rickford, R. J. (2000). Spoken soul: The story of Black English. New York: John Wiley & Sons.
Smitherman, G. (1977). Talkin and testifin: The language of Black America. Boston: Houghton Miflin.
Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121 – 125.
Wells, G. (1999). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: how multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 21 – 24.
Au, K. (1993). Literacy Instruction in Multicultural Settings. Fort Worth: Harcourt Brace Jovanovic College Publishers.
Au, K. (2001). Culturally responsive instruction as a dimension of new literacies. Reading Online, 5(1), 1–11.
Au, K. (2005). Multicultural issues and literacy achievement. Mahwah, NJ: Erlbaum.
Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawerence Erlbaum Associates.
Bracewell, R., & Breuleux, A. (1994). Substance and romance in the analysis of think-aloud protocols. In P. Smagorinsky (Ed.), Speaking about writing: reflections on research methodology (pp. 55 – 88). Newbury Park, CA: SAGE Publications.
Bracewell, R., & Witte, S. (2008). Implications of practice, activity, and semiotic theory for cognitive constructs of writing. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 299 – 315). London: Routledge.
Cairney, T., & Ruge, J. (1998). Community literacy practices and schooling: toward effective support for students. Canberra City, ACT.
Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99 – 125.
Gee, J. P. (2001). Progressivism, critique, and socially situated minds. In C. Dudley-Marling & C. Edelsky (Eds.), The Fate of Progressive Language Policies and Practices. Urbana, IL: NCTE.
Grossman, S. (2012). Adolescent literacy: learning and understanding content. Future Child, 22(2), 89 – 116.
Haas, C. (1996). Writing technology: studies on the materiality of literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.
Hayes, J. R., & Flower, L. (1980). Identifying the Organization of Writing Processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kucer, S. (2005). Dimensions of literacy: a conceptual base for teaching reading and writing in school settings (2nd ed.). London: Lawrence Erlbaum Associates.
Langer, J. (2001). Literature as an environment for engaged readers. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 177 – 194). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ogbu, J. (1987). Opportunity, structure, cultural boundaries and literacy. In J. Langer (Ed.), Language, literacy and culture: Issues of society and schooling. Norwood, NJ: Ablex.
Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.
Philips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom. New York: Teachers College Press.
Rose, D., & Martin, J. (2012). Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School. Sheffield: Equinox Publishing.
Scardamalia, M., & Bereiter, C. (1983). The Development of Evaluative, Diagnostic and Remedial Capabilities in Children’s Composing. In M. Martlew (Ed.), The Psychology of Written Language: A Developmental Approach. London: Wiley.
Semali, L. (1994). The Social and Political Context of Literacy Education for Pastoral Societies: The Case of the Maasai of Tanzania.
Semali, L. (1999). Community as classroom:(Re) valuing indigenous literacy. In What is indigenous knowledge? (pp. 95 – 118).
Sparks, D. (2003). Interview with Michael Fullan: Change agent. Journal of Staff Development, 24(1), 55 – 58.
Spivey, N. N. (1997). The constructivist metaphor: reading, writing, and the making of meaning. San Diego, CA: Academic Press.
Gibson, J. and Huemer, W. (Eds.) (2004) The literary Wittgenstein. London: Routledge.
Hagberg, G. (2010). In a new light: Wittgenstein, aspect-perception, and retrospective change in self-understanding. In W. Day and V. Krebs (Eds), Seeing Wittgenstein anew. (pp. 101 - 119). Cambridge: Cambridge University Press.
Huemer, W. (2012b). Cognitive dimensions of achieving (and failing) in literature. In J. Daiber, E.-M. Konrad, T. Petraschka, & H. Rott (Eds.), Understanding fiction (pp. 26–44). Munster: mentis.
Langer, J. (2001). Literature as an environment for engaged readers. In Verhoeven, L. and Snow, C. (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 177 - 194). New Jersey: Lawrence Erlbaum Associates Publishers.
McDonald, L. (2013). A Literature Companion for Teachers. Newtown, NSW: Primary English Teaching Association Australia.
Nussbaum, M. (1995). Poetic justice: the literary imagination and public life. Boston: Beacon Press.
Floyd, J. (2010). On being surprised: Wittgenstein on aspect-perception, logic and mathematics. In W. Day and V. Krebs (Eds), Seeing Wittgenstein anew. (pp. 314 - 337). Cambridge: Cambridge University Press.
Fogelin, R. (2009). Wittgenstein on the philosophy of mathematics. In R. Fogelin, Taking Wittgenstein at his word: a textual study. (pp. 79 - 166). Princeton: Princeton University Press.
Gerrard, S. (1996). A philosophy of mathematics between two camps. In H. Sluga, H. and D. Stern (Eds.), The Cambridge companion to Wittgenstein. (pp. 171 - 197) Cambridge: Cambridge University Press.
Phillips, D. (1977). The social nature of mathematics. In D. Phillips, Wittgenstein and scientific knowledge. (pp. 119 - 141). London: MacMillan Press.
Plebani, M. (2010). Reconsidering Wittgenstein’s Philosophy of Mathematics.
Schoenfeld, A. H. (1983). Problem Solving in the Mathematics Curriculum: A Report, Recommendations and an Annotated Bibliography.
Bartholomaeus, P. (2013). Placed-based education and the Australian Curriculum. Literacy Learning: The Middle Years, 21(3), 17 – 23.
Burbles, N. (2010). Tacit Teaching. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 199 – 214). London: Paradigm Publishers.
Burbles, N., & Smeyers, P. (2010). The practice of ethics and moral education. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 169 – 182). London: Paradigm Publishers.
Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 1 – 46). Cambridge: Cambridge University Press.
Corbett, M. (2005). We’re a practical people: schooling and identity in a Canadian costal community. In AARE 2005 International Education Research Conference: Creative Dissent: Constructive Solutions. Parramatta: University of Western Sydney.
Corbett, M. (2007). Learning to leave: the irony of schooling in a costal community. Halifax, Newfoundland, Canada: Fernwood Publishing.
Fogelin, R. (2009). Rule following and the conceivability of a private language. In Taking Wittgenstein at his word: a textual study (pp. 13 – 78). Princeton, NJ: Princeton University Press.
Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67 – 82). Hillsdale, NJ: Lawrence Erlbaum Associates.
Haertel, E., Moss, P., Pullin, D., & Gee, J. P. (2008). Introduction. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 1–16). Cambridge: Cambridge University Press.
Mehan, H. (2008). A Sociological Perspective on Opportunity to Learn and Assessment. In P. Moss, D. Pullin, J. P. Gee, E. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 42–75). Cambridge: Cambridge University Press.
Moll, L. (1990). Introduction. In L. Moll (Ed.), Vygotsky and education: instructional implications and applications of sociohistorical psychology (pp. 1 – 27). Cambridge: Cambridge University Press.
Nelson, D. L. (2012). Implementing Mindfulness : Practice as the Home of Understanding. Paideusis, 20(2), 4–14.
Pierce, C. S. (1958). Collected papers of Charles Sanders Peirce (8 vols). (C. Hartshone Weiss & A. Burks, Eds.). Cambridge, MA: Harvard University Press.
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Tomasello. (2008). Why We Cooperate. Cambridge, MA: MIT Press.
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Burbles, N., Peters, M., & Smeyers, P. (2010). Showing and doing: an introduction. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 1 – 14). London: Paradigm Publishers.
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Dooley, K. (2012). Positioning refugee students as intellectual class members. In M. Vickers & F. McCarthy (Eds.), Refugee and immigrant students: achieving equity in education (pp. 3 – 20). Charlotte, NC: Information Age Publishing.
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Gardner, H. (2000). The disciplined mind: beyond facts and standardized test, the K - 12 education that every child deserves. New York: Penguin Books.
Glenberg, A. M. (1997). What is memory for? Behavioral and Brain Sciences, 20, 1 – 55.
Haertel, E., Moss, P., Pullin, D., and Gee, J. P. (2008). Introduction. In P. Moss, D. Pullin, J.P. Gee, E. Haertel, and L. Young (Eds). Assessment, equity, and opportunity to learn (pp. 1-16). Cambridge: Cambridge University Press.
Jacob, E., & Jordan, C. (1993). Understanding minority education: Framing the issues. In E. Jacob & C. Jordan (Eds.), Minority education: Anthropological perspectives. Norwood, NJ: Ablex.
Lee, C. (2008). Cultural modelling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment. In P. Moss, D. Pullin, J.P. Gee, E. Haertel, and L. Young (Eds). Assessment, equity, and opportunity to learn (pp. 136-169). Cambridge: Cambridge University Press.
Schoenfeld, A. H. (1985). Mathematical Problem Solving. New York: Academic Press.
Semali, L., Grim, B., & Maretzki, A. (2007). Barriers to the inclusion of indigenous knowledge concepts in teaching, research, and outreach. Journal of Higher Education Outreach and Engagement, 11(2), 73 – 88.
Semali, L., & Maretzki, A. (2004). Valuing indigenous knowledges: Strategies for engaging communities and transforming the academy. Journal of Higher Education Outreach and Engagement, 10(1), 91 – 106.
Shotter, J. (1984). Social accountability and selfhood. Oxford, UK: Basil Blackwell.
Shotter, J. (1993). Conversational realities: the constructing of life through language. London: SAGE Publications.
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Winch, P. (1958). The idea of a social science. London: Routledge and Kegan Paul.
Bourdieu, P. (1985). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). New York: Greenwood Press.
Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture (2nd ed.). London: SAGE Publications.
Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to a reflexive sociology. Chicago: University of Chicago Press.
Freire, P. (1998). Pedagogy of freedom: ethics, democracy and civic courage. Marylands: Rowman & Littlefield Publishers.
Peters, M. (2010). Wittgenstein as exile: a philosophical topography. In M. Peters, N. Burbles, & P. Smeyers (Eds.), Showing and doing: Wittgenstein as a pedagogical philosopher (pp. 15 – 34). London: Paradigm Publishers.

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