Dr Laurent Dessberg


NameDr Laurent Dessberg
Job titleSenior Lecturer
Research instituteSchool Of Humanities And Education Studies

Research outputs

Critical thinking as an act of argumentation in academic writing

Ma, J., Bainbridge, A. and Dessberg, L. 2013. Critical thinking as an act of argumentation in academic writing.

Perezhivanie as signifier: understanding the student experience of learning outcomes in higher education

Ma, J., Stewart, Y. and Dessberg, L. 2016. Perezhivanie as signifier: understanding the student experience of learning outcomes in higher education.

Education, démocratie, révision et pragmatisme

Dessberg, L. 2016. Education, démocratie, révision et pragmatisme. Sarrbrücken, Germany Editions Universitaires Européennes.

Deliberative democracy and the improvement of children’s rational thinking

Dessberg, L. 2009. Deliberative democracy and the improvement of children’s rational thinking. in: Turgeon, W. (ed.) Creativity and the Child: Interdisciplinary Perspectives Oxford Inter-Disciplinary Press. pp. 25-33

Richard Rorty: Une philosophie de l’éducation entre élitisme et conservatisme?

Dessberg, L. 2012. Richard Rorty: Une philosophie de l’éducation entre élitisme et conservatisme? in: Drouin-Hans, A. (ed.) Philosophie de l’éducation – Itinéraires américans Paris Harmattan. pp. 75-120

Henri Bergson and the moral conditions of Marranism

Dessberg, L. 2011. Henri Bergson and the moral conditions of Marranism. in: Ludewig, A., Lund, H. and Ferruta, P. (ed.) Versteckter Glaube oder doppelte Identität? Das Bild des Marranentums im 19. und 20. Jahrhundert = Concealed Faith or Double Identity? The Image of Marranism in the 19th and 20th Centuries Hildesheim Goerg Olms Verlag.

La notion de croissance chez Dewey et Rorty

Dessberg, L. 2010. La notion de croissance chez Dewey et Rorty. Le Télémaque. 37, pp. 47-60. https://doi.org/10.3917/tele.037.0047

Dewey, Durkheim: la discipline scolaire et le politique

Dessberg, L. and Meuret, D. 2010. Dewey, Durkheim: la discipline scolaire et le politique. Penser l'éducation. 27, pp. 21-38.
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