Editor: Kal Alston, University of Illinois
Table of Contents
Introduction
Introduction |
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Kal Alston |
xi-xv |
Presidential Essay
Listening - in a Democratic Society |
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Sophie Haroutunian-Gordon |
1-18 |
Response: Why Should We Listen? |
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Nel Noddings |
19-21 |
Response: Horizons of Listening |
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David T. Hansen |
22-25 |
Distinguished Invited Essay
The Idea of Moral Progress: Bush versus Posner versus Berlin |
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Richard A. Shweder |
29-56 |
Response: Value Pluralism and Moral Progress |
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Harvey Siegel |
57-59 |
Response: Philosophers Talk Back to Anthropologists |
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Kal Alston |
60-62 |
Response: Moral Progress: Practical Not Theoretical |
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Leonard J. Waks |
63-67 |
Response: Cutting Members: Culture and the Problems of Authenticity, Fetishization, and Memory |
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Cris Mayo |
68-73 |
Response: Liberal Pluralism? |
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Rob Reich |
74-75 |
Response: Reflection and Rationality |
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Walter Feinberg |
76-78 |
Featured Essays
Taking Narrative Seriously: Exploring the Educational Status of Story and Myth |
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David Carr |
81-89 |
Response: "Of Mortal Importance": Re-Educating the Imagination |
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Susan Laird |
90-93 |
Young Patriots or Junior Historians? An Epistemological Defense of Critical Patriotic Education |
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Jon A. Levisohn |
94-102 |
Response: Historia Pro Patria? |
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Jim Giarelli, Benjamin Justice |
103-106 |
On Pragmatism and the Consequences of Multiculturalism |
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Haithe Anderson |
107-115 |
Response: Is Multicultural Theory Relevant to Education? |
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Maureen Stout |
116-118 |
Essays
From Designer Identities to Identity by Design: Educating for Identity De/construction |
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Claudia W. Ruitenberg |
121-128 |
Response: Identity by Design: Some Epistemological and Control Issues |
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Suzanne M. Jaeger |
129-131 |
Revisiting an Old Predicament: Primacy of the Individual or the Community? |
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Jose Mesa |
132-140 |
Response: The Educative Community? |
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Charles Bingham |
141-145 |
Positivism, Skepticism, and the Attractions of "Paltry Empiricism": Stanley Cavell and the Current Standards Movement in Education |
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David Granger |
146-154 |
Response: Granger and Cavell Against Positivism: Considering the Quest for Certainty and Epistemology |
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Deron R. Boyles |
155-157 |
Pluralism, Justice, Democracy, and Education: Conflict and Citizenship |
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Ronald David Glass |
158-166 |
Response: The "Thick and Thin" of Democratic Morality |
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Dale T. Snauwaert |
167-169 |
Can Rationality Justify Itself? |
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Jon M. Fennell |
170-178 |
Response: Challenges to Rationality |
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Francis Schrag |
179-181 |
Education's Hope: Transcending the Tragic with Emerson, Dewey, and Cavell |
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Naoko Saito |
182-190 |
Response: Why Cavell's Philosophy Is Useless Against Tragedy |
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Al Neiman |
191-194 |
"As If We Were Called": Responding to (Pedagogical) Responsibility |
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Barbara S. Stengel |
195-203 |
Response: Cold Calling and the Wonderful World of Relations |
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Alexander Sidorkin |
204-207 |
Pulled Up Short: Challenges for Education |
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Deborah Kerdeman |
208-216 |
Response: Understanding Human Finitude: Educating for Insight |
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Wendy Kohli |
217-219 |
Not Your Average PTA: Local Education Foundations and the Problems of Allowing Private Funding for Public Schools |
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Emily V. Cuatto |
220-229 |
Response: Beyond the Missiles or Music Debate: Re-thinking Local Education Foundations |
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Mark A. Hicks |
230-232 |
The Conditions of Schefflerian Rationality in the Realm of Moral Education |
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Katariina Holma |
233-241 |
Response: Scheffler's Third Way: A Useful Grounding for Moral Education |
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Victor L. Worsfold |
242-244 |
Radicalizing Democratic Education: Unity and Dissent in Wartime |
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Sigal R. Ben-Porath |
245-253 |
Response: Creating Spaces of Resistance to Counter Belligerent Citizenship: The Context of Teachers' Work |
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Heather M. Voke |
254-256 |
Resisting the Pedagogical Domestication of Cosmopolitanism: From Nussbaum's Concentric Circles of Humanity to Derrida's Aporetic Ethics of Hospitality |
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Zelia Gregoriou |
257-266 |
Response: Cosmopolitanism and/in Education: What Responsibilities Now for the Philosopher and the Teaching of Philosophy? |
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Denise Egea-Kuehne |
267-270 |
Dirty Hands in Classrooms |
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Rebecca Lewis |
271-279 |
Response: The Teacher's Place in the Moral Equation: In Loco Parentis |
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Virginia Worley |
280-282 |
Data, Phenomena, and Theory: How Clarifying the Concepts Can Illuminate the Nature of Science |
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Michael R. Matthews |
283-292 |
Response: Ideal or Real: What is the "Nature of Science?" |
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Clare S. Leonard |
293-295 |
The Path of Social Amnesia and Dewey's Democratic Commitments |
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Frank Margonis |
296-304 |
Response: The Past and Its Problems |
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Nakia S. Pope |
305-307 |
On the Learning of Responsibility: A Conversation between Carol Gilligan and John Dewey |
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Colette Gosselin |
308-315 |
Response: Dewey, Gilligan, and Gosselin on Learning Responsibility |
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Ann Diller |
316-318 |
The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Adventure |
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Emery J. Hyslop-Margison |
319-326 |
Response: The Virtue of Critical Thinking |
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Sharon Bailin |
327-329 |
Paley's Paradox: Educating for Democratic Life |
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John F. Covaleskie |
330-337 |
Response: Reconstructing Paradoxes of Democratic Education |
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Walter C. Okshevsky |
338-340 |
Mutual Understanding: The Basis of Respect...and Ethical Education |
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Robert Kunzman |
341-349 |
Response: Education and the Ethics of Respect |
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Randall Curren |
350-353 |
Education for Autonomy, Education for Culture: The Case of Ultra-Orthodox Jews in Israel |
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Dana Howard |
354-361 |
Response: Minimalist Autonomy and Haredi Education in Israel |
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Natasha Levinson |
362-364 |
Natality Seduced: Lyotard and the Birth of the Improbable |
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Stephanie Mackler |
365-372 |
Response: Reading Lyotard, on the Politics of the New |
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James Palermo |
373-375 |
"National Standards" vs the Free Standards of Culture: Matthew Arnold's Culture and Anarchy and Contemporary Educational Philistinism |
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Bruce Novak |
376-383 |
Response: "Oh, lift me as a wave, a leaf, a cloud!" Expanding the National Standards to Unshackle the Soul of Schools |
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Ames T. Browne III |
384-386 |
Anti-Racist Work Zones |
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Audrey Thompson |
387-395 |
Response: White Students and the Meaning of Whiteness |
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Stephen Nathan Haymes |
396-397 |
A Humean Model of Democratic Reasonableness |
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David Blacker |
398-407 |
Response: Democratic Passions, Despotic Pastimes |
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Rene V. Arcilla |
408-410 |
Religious Diversity, Education, and the Concept of Separation: Do Good Fences Make Good Neighbors? |
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Jeffrey Ayala Milligan |
411-419 |
Response: Religious Diversity, Education, and the Concept of Separation: Some Further Questions |
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Lorraine Kasprisin |
420-422 |
Responding to the Bottomlessness of Human Being |
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Jim Garrison |
423-431 |
Response: From Seigfried's Ghost to Raven's Tales: Conditions of Possibility for a Derridean Trickster |
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Maureen Ford |
432-435 |
Toward a Pragmatic/Contextual Philosophy of Mathematics: Recovering Dewey's Psychology of Number |
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Kurt Stemhagen |
436-444 |
Response: Where Logic meets Psychology: Dewey's Philosophy of Mind and Piaget's Genetic Epistemology |
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Inna Semetsky |
445-448 |
Inclusion Reconsidered |
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Paul S. Collins |
449-457 |
Response: How Special is Too Special for Inclusion in the Regular Classroom? |
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Suzanne Rice |
458-461 |
ISSN: 8756-6575