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    We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stressing the contextual embedding of any justificatio…Read more