Editor: Daniel Vokey, University of British Columbia
Table of Contents
Introduction
| Introduction: Philosophy of Education in a Pluralistic World |
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Daniel Vokey |
xi-xxii |
Presidential Essay
| An Inquiry into Inquiry: (How) Can We Learn from Other Times and Places? |
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Sharon Bailin |
1-12 |
| Response: (What) Can We Learn from Other Times and Places? |
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Emily Robertson |
13-16 |
| Response: "So What?": The Philosophical Import of Learning from Others |
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Harvey Siegel |
17-19 |
Distinguished Invited Essay
| The Philosophy of Education in the Official Educational Programs in Mexico: A Reconstruction of Epochal Philosophies |
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Maria Teresa Yuren |
23-32 |
| Response: Comment on the Thesis "Critical Intelligence in Epochal Philosophy" |
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Rosa Maria Torres Hernandez |
33-35 |
| Fear versus Fairness: Migration, Citizenship, and the Transformation of Political Community |
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Joseph H. Carens |
36-48 |
| Response: Strangers in our Midst: Some Educational Conditions for Transforming Political Community |
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Shirley Pendlebury |
49-52 |
| Response: Migration in Liberal Democracies: The Limits to Liberal Tolerance |
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Walter Feinberg |
53-56 |
Featured Essays
| Framing Trials for Past Abuses Through an "Educative Dialogue": Recovering the Formative Role of Conflict in a Democracy |
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Mario G. Di Paolantonio |
59-67 |
| Response: Political Events and the Making of Democratic Citizens |
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Sigal Ben-Porath |
68-70 |
| The Educational Significance of Trust |
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Suzanne Rice |
71-78 |
| Response: Trust and Trustworthiness: Extending Rice's Analysis |
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Michael S. Katz |
79-81 |
| Transforming a Moral Right into a Legal Right: The Case of School Finance Litigation and the Right to Education |
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Anne Rebecca Newman |
82-90 |
| Response: Educational Rights Talk in Search of a Question |
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Randall Curren, Jason Blokhuis |
91-93 |
Essays
| A Philosophy for Thought: From the Classroom, from Childhood, from Philosophy Itself |
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Yolanda Garcia Pavon, Pablo Flores del Rosario |
97-103 |
| Response: A Philosophy for Thinking: Some Considerations |
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Manuel Anselmi |
104-105 |
| "Why Can't I Wear This?!" Banning Symbolic Clothing in Schools |
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Dianne Gereluk |
106-114 |
| Response: A Paradigm of an Intractable Dilemma |
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Josh Corngold |
115-118 |
| Don't Stand So Close to Me: Relational Distance Between Teachers and Students |
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James Stillwaggon |
119-126 |
| Response: Relational Distance Between Teachers and Students: What's the Problem? |
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Sean Blenkinsop |
127-129 |
| A Flower in the Grim City: Urban Environmental Education, Anti-Urban Philosophy, and Trips to the Field |
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Chris Moffett |
130-137 |
| Response: Lessons from the Grim City: Rethinking Urban Environmental Education |
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Huey-li Li |
138-141 |
| Education and the Tragedy of Culture: Pedagogical Notes on the Rationalization of Knowledge |
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Silvia M. Grinberg |
142-149 |
| Response: Translations, Traditions, and Tensions |
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Gustavo E. Fischman |
150-152 |
| Education and the Virtues of Controversy |
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Shelby Lorraine Sheppard |
153-161 |
| Response: Understanding the Sociopolitical Content of Controversy |
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Michele S. Moses |
162-164 |
| The Triptych of Liberal Education |
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Erika Anita Kiss |
165-172 |
| Response: Protagoras versus Socrates |
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Chogollah Maroufi |
173-175 |
| Seeking Openings of Already Closed Student-Teacher Relationships |
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Frank Margonis |
176-184 |
| Response: What Does It Mean for Teachers to Recognize the Otherness of Students? Going with/over Margonis Between Freire and Todd |
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Yasushi Maruyama |
185-187 |
| (Un)Disciplining Virtue: Autonomy as Attunement and Relation |
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Peter Giampietro |
188-196 |
| Response: Attunement, Relation, and Autonomy as Virtues of Character |
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Emery J. Hyslop-Margison |
197-199 |
| Writ Large: Graffiti and Praxis in Pedagogical Third Spaces |
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Jessica Lee Hochman |
200-208 |
| Response: I Can't Hail a Cab, So I'll Hail Ya from the Subway: Addresses from a Third Space |
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Kal Alston |
209-211 |
| A Retrieval of Awe: Examining Disruption and Apprehension in Transformative Education |
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Todd B. Rowen |
212-220 |
| Response: The Refusal of Wonder |
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Trevor Norris |
221-223 |
| Critical Thinking and Intractable Disagreement |
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Dale Turner |
224-232 |
| Response: The Limits of Intractability |
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Jon Fennell |
233-235 |
| Renovating The Schoolhome |
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Helen Anderson |
236-243 |
| Response: A Dualism Revisited: Education for Comfort and Discomfort |
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Haeryun Choi |
244-246 |
| The Ethics of the Negative: Overcoming the Frustrations of Thinking Dialectically in Hegel's Phenomenology of Spirit |
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Tyson Edward Lewis |
247-255 |
| Response: Absent History and Dialectic |
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Karim Dharamsi |
256-258 |
| On the (In)Feasibility of School Choice for Social Justice |
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Ken Howe |
259-267 |
| Response: The Critiquing of Charters while the Elephant of Public Schools Is in the Room |
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Deron Boyles |
268-270 |
| A Hope for Hope: The Role of Hope in Education |
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Dror Post |
271-279 |
| Response: Interrupting Hope |
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Gert Biesta |
280-282 |
| Unveiling Cross-Cultural Conflict: Gendered Cultural Practice in Polycultural Society |
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Sharon Todd |
283-291 |
| Response: How to Do Things with Headscarves: A Discursive and Meta-Discursive Analysis |
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Claudia W. Ruitenberg |
292-294 |
| Trust and Suspicion in Critical Thinking as Transcendence |
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Christina Hendricks |
295-302 |
| Response: Immanuel Kant as Mediator Between Objectivism and Contextualism in Critical Thinking? Jurgen Habermas on Kant's "Monologism" |
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Walter Okshevsky |
303-305 |
| Bordering on Violence: A Levinasian Critique of Ontology and Ethics in Giroux's Critical Pedagogy |
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Matt Jackson |
306-314 |
| Response: Human Rights and Democracy: Reading Giroux Otherwise with Levinas |
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Clarence W. Joldersma |
315-317 |
| Freire and Whitehead: Any Difference? |
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Robert E. Roemer |
318-326 |
| Response: Freire and Whitehead: Any Difference? Yes. |
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James M. Giarelli |
327-329 |
| On Compassion and Community Without Identity: Implications for Moral Education |
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Ann Chinnery |
330-338 |
| Response: Reflections on Educational Community: Without Identity, With Compassion |
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Ann Diller |
339-341 |
| No-Fault Responsibility |
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Barbara S. Stengel |
342-350 |
| Response: Moving Beyond the Blame Game: Subverting Privilege |
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C. Joseph Meinhart |
351-353 |
| Left Behind Once Again: What's Luck Got to Do with Current Education Policies and Practices? |
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Ronald David Glass |
354-363 |
| Response: Luck in the Educational System |
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David P. Ericson |
364-366 |
| How Do We Learn from the Lives of Others? |
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Bryan R. Warnick |
367-375 |
| Response: Mediating Imitative Learning |
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Paul Farber |
376-378 |
| Intuition in Education: Teaching and Learning Without Thinking |
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Leonard J. Waks |
379-388 |
| Response: Empty Thoughts and Blind Concepts |
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Pradeep A. Dhillon |
389-391 |
| Communal Training of the Solitary Individual: A Nietzschean Puzzle Concerning Liberal Education |
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Rebecca M. Katz |
392-400 |
| Response: Nietzsche, Deception, and Education: A Response to Katz's Nietzschean Puzzle |
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Andrea English |
401-403 |
| Beyond Scientific versus Interpretive: Deweyan Inquiry and Educational Research |
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Terri S. Wilson |
404-412 |
| Response: Science and Dichotomies: A European Outlook |
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Tone Kvernbekk |
413-416 |
| Enslavement of Children, or Chrysalization of Class |
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Alexander M. Sidorkin |
417-425 |
| Response: In Praise of Adult Liberation |
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Francis Schrag |
426-428 |
| Seeking the Affective and the Imaginative in the Act of Reading: Embodied Consciousness and the Evolution of the Moral Self |
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Karen A. Krasny |
429-437 |
| Response: Receiving Literature |
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David T. Hansen |
438-440 |
| Philosophy and the Art of Teaching for Social Justice |
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Kathy Hytten |
441-449 |
| Response: Performing Life Stories: Getting By in Teaching for Social Justice |
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Sarah McGough |
450-452 |
| Authority Is Never Genuine, but Neither Is Giving It Up: Toward a Derridean Theory of Un-Enlightened Empowerment |
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Charles Bingham |
453-461 |
| Response: Present Still, the Integrity of the Educator |
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Paul Smeyers |
462-464 |
| Is Disobedience Sin? Christian Perspectives on Problems of Classrom Management |
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Charles Howell |
465-473 |
| Response: Reasonable Pluralism and the Politics of Dialogue |
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Suzanne Rosenblith |
474-476 |
ISSN: 8756-6575