Alfred Langewand raises doubts against methods - in a mechanical sense - as applied to philosophical problems. He stresses the embedding of all knowledge in daily human experience, and consequently he alerts us to the impossibility of formulating methods that will invariably yield the same results. He proposes an interpretative hermeneutic approach that is sensitive to this embedment of knowledge, demonstrating it with an interpretative analysis of the historicity of rationality in argumentation concerning children's rights (Ch. 10).
The practical embedding of knowledge is a keynote in Wilna Meijer's line of reasoning as well. Against this background, she suggests we should link theory and history in our approach to philosophy of education. Historical and cultural context being the arena in which educational action is set, she considers culture not only as context but also as content of education. Meijer applies her views to an analysis of environmental education, resulting in a demonstration of the priority of children's rights to develop autonomous judgement over the aims of environmental policy in society (Ch. 11).