Editor: Barbara S. Stengel, Millersville University
Table of Contents
Introduction
| Introduction: Artists in Dialogue |
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Barbara S. Stengel |
xi-xx |
Presidential Essay
| Food for Coeducational Thought |
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Susan Laird |
1-13 |
| Response: Addiction and Mood Disorder in the Fast Food University |
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Al Neiman |
14-17 |
| Response: Cooking Toward a Transformation of Glocal Foodways |
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Huey-li Li |
18-21 |
Distinguished Invited Essay
| Self-Knowledge and Its Discontents |
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Richard Shusterman |
25-37 |
| Response: The Locus of Self |
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Kal Alston |
38-41 |
| Response: Who Is There? Finding the Other in the Self |
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Gert Biesta |
42-45 |
Featured Essays
| Disruptions of Desire: From Androgynes to Genderqueer |
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Cris Mayo |
49-58 |
| Response: How Curious Are We About Desire? |
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Ann Diller |
59-61 |
| A Relational Ethic of Solidarity? |
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Frank Margonis |
62-70 |
| Response: Limits and Pitfalls of Freire's Ethic of Solidarity |
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Denise Egea-Kuehne |
71-74 |
| Is Schooling a Consumer Good? A Case Against School Choice, But Not the One You Had in Mind |
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Alexander M. Sidorkin |
75-83 |
| Response: Education, Incentives, and Paths to Adulthood |
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Charles Howell |
84-87 |
Essays
| The Midwife as Matchmaker: Socrates and Relational Pedagogy |
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Avi Mintz |
91-99 |
| Response: The Relation of No Relation, and Relational Activism |
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Charles Bingham |
100-102 |
| Learning (and Leaving) the Comforts of Home: A Radical Pedagogy of Homeplace |
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Helen Marie Anderson |
103-111 |
| Response: Mapping a Terrain for Homeplace |
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Susan Douglas Franzosa |
112-115 |
| The Logic of Objectivity: Reflections on the Priority of Inference |
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Karim Dharamsi |
116-124 |
| Response: Inferentialism Goes to School |
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Randall Curren |
125-127 |
| Competing Conceptions of Caring and Teaching Ethics to Prospective Teachers |
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Michael S. Katz |
128-135 |
| Response: Philosophy and Film in a Dialogue on Care |
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Megan Laverty |
136-138 |
| "Our Education Is Sadly Neglected": Reading, Translating, and the Politics of Interpretation |
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Naoko Saito |
139-147 |
| Response: Philosophical Reading In/Sight |
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Linda K. Shadiow |
148-150 |
| Kierkegaard and Liberal Education as a Way of Life |
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Kevin Gary |
151-158 |
| Response: Liberal Education and a Way of Life |
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James D. Marshall |
159-161 |
| Consuming Schooling: Education as Simulation |
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Trevor Norris |
162-171 |
| Response: Hierarchies of Knowledge, Negated Agency, and Competing Realisms? |
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Deron Boyles |
172-174 |
| Unseen Teachers and the Limits of Diversity |
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Robert E. Roemer |
175-182 |
| Response: Struggling over Differences in Schools |
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Suzanne Rice |
183-185 |
| Character Education: The Priority of Philosophy to Procedure |
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Jon Fennell |
186-194 |
| Response: Character Education in Pluralistic Democracies: Can (Political) Liberals Teach Civic Virtue? |
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Daniel Vokey |
195-198 |
| What Is Your Philosophical Disposition? Standard X: The Teacher Has Developed an In-Depth Foundational Philosophy |
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Ames T. Browne III |
199-208 |
| Response: Knowledge, Skills, and Dispositions: Do I Need a Philosophy of Education, Too? |
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John F. Covaleskie |
209-211 |
| Educating for Meaning in an Era of Banality |
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Stephanie A. Mackler |
212-220 |
| Response: Learning to Think |
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Kathy Hytten |
221-223 |
| Aporia and Humility: Virtues of Democracy |
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Karen Sihra |
224-232 |
| Response: Learning in Humility |
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A.G. Rud |
233-235 |
| An Argument Against Sight-Lovers: Knowledge and Belief in Republic V |
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David Diener |
236-244 |
| Response: "Would He Not Get His Eyes Full of Darkness?" Objectivity in Republic V and VII |
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James Stillwaggon |
245-246 |
| The Great Indoctrination Re-construction Project: The Discourse on Indoctrination as a Legacy of Liberalism |
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James C. Lang |
247-255 |
| Response: Indoctrination Reconceived: Religious Knowledge and Liberal Education |
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Suzanne Rosenblith |
256-259 |
| Discourse, Theatrical Performance, Agency: The Analytic Force of "Performativity" in Education |
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Claudia W. Ruitenberg |
260-268 |
| Response: Sedimentation and Embodiment in Theorizing Performativity |
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Lisa Weems |
269-272 |
| MySpace Friends and the Kingdom of Ends |
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Kalynne Hackney Pudner |
273-281 |
| Response: Can Kant Save Us from the Wild, Wild Net? |
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James S. Dwight |
282-284 |
| Revolutionary Leadership/Revolutionary Pedagogy: Reevaluating the Links and Disjunctions Between Lukacs and Freire |
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Tyson Edward Lewis |
285-293 |
| Response: Don't We Relate? Resources for Organization in Marxist Pedagogy |
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Mark Brenneman |
294-297 |
| Holding Teachers Accountable for Indoctrination: A Reexamination of I.A. Snook's Notion of "Intent" |
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Barbara A. Peterson |
298-305 |
| Response: Intention Is Not Enough |
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Brian Burtt |
306-309 |
| Philosophy of Education and the Contested Nature of Empirical Research: A Rejoinder to D.C. Phillips |
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Emery J. Hyslop-Margison, M. Ayaz Naseem |
310-318 |
| Response: Getting It Wrong from the Beginning: But Maybe (Just Maybe) It's a Start |
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D.C. Phillips |
319-322 |
| Should Blame Be Part of the Education of Character? |
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Lynda Stone |
323-331 |
| Response: Character Education and the Philosophy of Blame |
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Dan W. Butin |
332-334 |
| Engaging Student Disengagement: Resistance or Disagreement? |
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Barbara Applebaum |
335-345 |
| Response: Engaging Student Disengagement |
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Mordechai Gordon |
346-348 |
| Teaching as Asceticism: Transforming the Self Through the Practice |
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Darryl M. De Marzio |
349-355 |
| Response: Ascetic Practice and Teaching as Service: A Feminist View |
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Deborah Kerdeman |
356-358 |
| The Significance of Finding a Witness in Liberatory Education |
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Martha J. Ritter |
359-366 |
| Response: Attending Witness |
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Paul Farber |
367-370 |
| Democracy Without Ideology? |
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Greg Seals |
371-379 |
| Response: Ideology and Educational Argument |
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James M. Giarelli |
380-382 |
| Postsecondary Schooling/Education for All |
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Francis Schrag |
383-391 |
| Response: Deschooling Adults |
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Heather Voke |
392-394 |
| Must "Real Men" Have Sick Souls? |
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Charles Joseph Meinhart |
395-403 |
| Response: Being Twice-Born |
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Jim Garrison |
404-407 |
| Autonomy, Identity, and the Role of Narrative: Another Look at Commodity Fetishism |
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Peter Giampietro |
408-416 |
| Response: How Schools Inhibit the Autonomy of the Middle Class |
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Michael S. Merry |
417-420 |
| Meaning, Mind, and Knowledge: A Pragmatic View |
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Christine L. McCarthy |
421-429 |
| Response: Minding Meaning, Truth, and Knowledge as a Matter of Existential Concern |
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Heesoon Bai |
430-432 |
ISSN: 8756-6575