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By Kirsi Tirri, Elina Kuusisto

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A school simply and really “is” first and foremost a school: the same set of buildings could stop being a school, and a school could exist on the same site without the existing buildings. What makes a school a school is that it signifies such. It is not simply a matter of a human mind interpreting a non-human reality; it is simpler still than that. Although we may never be able to know conclusively why a school exists, we can be sure that we experience its existence and that it exists within a historical and social 39 A.

Pedagogical perspectives on the relationships between higher education and working life. Higher Education, 46, 146–166. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. ). Massachusetts, London, England: Harvard University Press Cambridge. Young, M. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Oxon: Routledge. AFFILIATIONS Colin Beard Sheffield Business School, Sheffield Hallam University Kaisu Mälkki Department of Teacher Education, University of Helsinki 36 ANDREW STABLES 2.

Interaction in Educational Domains, 37–49. © 2013 Sense Publishers. All rights reserved. A. STABLES (happiness or fulfillment). Philosophers strove to attain this excellence; philosophy was its pursuit. Most modern philosophers are not aretaic, however, but construe philosophy as “love of” reason or rationality, as one form of excellence among many, most of which are not the concern of philosophers. Analytic philosophers, who dominate modern philosophy, pursue the rational and logical through rigorous analyses of delimited concepts and issues, eschewing issues that seem diffuse and intangible.

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