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Education --- Postmodernism and education. --- Lerarenopleiding --- Philosophy. --- algemeen --- algemeen.

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This book revises the existing account of the first Rudd Government's engagement with China, placing Australian foreign direct investment screening policy at the centre of the story. At the time, the Rudd Government was accused of holding an unnecessarily interventionist approach to Chinese Sovereign-Owned Enterprise investments into the Australian mining sector. This book claims that the Australian Government had a deep and coherent understanding of the problem posed by Chinese investments that went well-beyond any simplistic 'China Inc.' or geopolitical threats. The key policymakers believed that the Chinese state-directed investments threatened the integrity of the liberal governance structures on which the Australian state is founded, and so Australian sovereignty itself. While the response of the Rudd Government was largely ineffectual, the logic underpinning it remains the best framework for guiding Australia's engagement with China into the 2020s, as well as the engagement of other liberal states coming to grips with China's rise. Michael Peters studied International Relations at the University of New South Wales, Australia. He teaches International Relations and works on the editorial and publicity teams of the Economic and Labour Relations Review.

Investments, Foreign --- Public policy. --- Asia-Politics and government. --- Political economy. --- Legislative bodies. --- Security, International. --- Economic policy. --- Public Policy. --- Asian Politics. --- International Political Economy. --- Legislative and Executive Politics. --- International Security Studies. --- Economic Policy. --- Economic nationalism --- Economic planning --- National planning --- State planning --- Economics --- Planning --- National security --- Social policy --- Collective security --- International security --- International relations --- Disarmament --- International organization --- Peace --- Bicameralism --- Legislatures --- Parliaments --- Unicameral legislatures --- Constitutional law --- Estates (Social orders) --- Representative government and representation --- Economic theory --- Political economy --- Social sciences --- Economic man --- Asia—Politics and government. --- Political planning. --- Asia --- International economic relations. --- Executive power. --- International Political Economy’. --- Executive Politics. --- Planning in politics --- Public policy --- Policy sciences --- Politics, Practical --- Public administration --- Emergency powers --- Power, Executive --- Presidents --- Political science --- Implied powers (Constitutional law) --- Separation of powers --- Economic policy, Foreign --- Economic relations, Foreign --- Economics, International --- Foreign economic policy --- Foreign economic relations --- Interdependence of nations --- International economic policy --- International economics --- New international economic order --- Economic policy --- Economic sanctions --- Politics and government. --- Powers

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This book develops an argument for a historicist and non-foundationalist notion of rationality based on an interpretation of Wittgenstein of the Philosophical Investigations and On Certainty. The book examines two notions of rationality—a universal versus a constitutive conception – and their significance for educational theory. The former advanced by analytic philosophy of education as a form of conceptual analysis is based on a mistaken reading of Wittgenstein. Analytic philosophy of education used a reading of Wittgenstein’s philosophy of language to set up and justify an absolute, universal and ahistorical notion of rationality. By contrast, the book examines the underlying influence of the later Wittgenstein on the historicist turn in philosophy of science as a basis for a non-foundationalist and constitutive notion of rationality which is both historical and cultural, and remains consistent with wider developments in philosophy, hermeneutics and social theory. This book aims to understand the philosophical motivation behind this view, to examine its intellectual underpinnings and to substitute this universal conception of rationality by reference to a Hegelian interpretation of the later Wittgenstein that emphasizes his status as an anti-foundational thinker.

Education—Philosophy. --- Philosophy and social sciences. --- Philosophy. --- Education—Research. --- Educational Philosophy. --- Philosophy of Education. --- History of Philosophy. --- Research Methods in Education. --- Mental philosophy --- Humanities --- Social sciences and philosophy --- Social sciences --- Wittgenstein, Ludwig, --- Wei-tʻe-ken-ssu-tʻan, --- Wei-tʻe-ken-ssu-tʻan, Lu-te-wei-hsi, --- Wittgenstein, L. --- Vitgenshteĭn, L., --- Wei-ken-ssu-tʻan, --- Pitʻŭgensyutʻain, --- Vitgenshteĭn, Li︠u︡dvig, --- Weitegenshitan, --- Wittgenstein, Ludovicus, --- Vitgenshtaĭn, Ludvig, --- ויטגנשטיין, לודוויג --- 维特根斯坦, --- Wittgenstein, Ludwig Josef Johann,

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