Editor: Scott Fletcher, University of New Hampshire
Table of Contents
Introduction
| Introduction: Philosophy of Education 2002 |
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Scott Fletcher |
xi-xviii |
Presidential Essay
| Taking Responsibility |
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Barbara Houston |
1-13 |
| Response: Glass Snakes vs. Groupals: Who is the Responsible Subject? |
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Dwight Boyd |
14-18 |
| Response: Taking One's Place in a Moral Universe |
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Heesoon Bai |
19-22 |
Distinguished Invited Essay
| Expecting Common Decency |
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Cheshire Calhoun |
25-35 |
| Response: "Sly Decency" |
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Cris Mayo |
36-39 |
| What if Teaching Went Wild? |
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Anthony Weston |
40-52 |
| Response: Reconnecting Body and Mind with Earth |
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Dilafruz Williams |
53-56 |
Featured Essays
| Critical Pedagogy and Liberal Education: Reconciling Tradition, Critique, and Democracy |
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Benjamin Endres |
59-68 |
| Response: The Outcomes from Engaging Liberal Education and Critical Inquiry: Matrimony, Divorce, or Kissing Cousins? |
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Landon E. Beyer |
69-72 |
| Befriending Girls as an Educational Life-Practice |
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Susan Laird |
73-81 |
| Response: On Befriending and Educating |
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Ann Diller |
82-84 |
| Qallunology: A Pedagogy for the Oppressor |
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Derek Rasmussen |
85-94 |
| Response: Geographies of Difference and the Crisis of Knowledge |
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Pramod Parajuli |
95-97 |
Essays
| Solidarity and Risk in Welch's Feminist Ethics |
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Michael G. Gunzenhauser |
101-109 |
| Response: Re-Thinking Resistance: On Welch and Foucault |
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Susan Birden |
110-113 |
| Thinking What We Cannot See: Performance, Education, and the Value of the Invisible |
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Stephanie Mackler, Doris Santoro |
114-121 |
| Response: In Education, Excess Without Remorse |
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Charles Bingham |
122-126 |
| Religion and Public Education: Rival Liberal Conceptions |
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Suzanne Rosenblith |
127-134 |
| Response: The Very (Bad) Idea of Public Reason |
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Al Neiman |
135-137 |
| From Alterity to Hybridity: A Query of Double Consciousness |
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Huey-li Li |
138-146 |
| Response: Doubled Double Consciousness or Troubled Double Consciousness |
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Maureen Ford |
147-150 |
| Race, Pedagogy, and Paulo Freire |
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Stephen Nathan Haymes |
151-159 |
| Response: A Rawlsian Response to Racism |
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Victor L. Worsfold |
160-162 |
| Character Development in Career Education: A Virtue Ethics Approach |
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Emery J. Hyslop-Margison |
163-171 |
| Response: On Character Development, Career Education, and MacIntyre's Ethics of Virtue |
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Daniel Vokey |
172-174 |
| The Production of the (Post)Military/Industrial Subject (Self) |
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Cliff Falk |
175-183 |
| Response: Effecting "V" |
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Eduardo Duarte |
184-187 |
| Facts and Norms in Policy Scholarship |
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Francis Schrag |
188-196 |
| Response: Avoiding the Rocks Between the Scylla of Normative Commitments and the Charybdis of Dubious Facts |
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Michael S. Katz |
197-199 |
| "But Some People Will Not": Arendtian Interventions in Education |
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Natasha Levinson |
200-208 |
| Response: Stories vs. Practices: Education for Political Action |
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Aaron Schutz |
209-211 |
| A Lower Wall Between Church and State: Vouchers or Charter Schools? |
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Stacy Smith |
212-220 |
| Response: School Choice Down in the Cave |
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Kenneth R. Howe |
221-224 |
| Seeking Fragility's Presence: The Power of Aesthetic Play in Teaching and Learning |
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Margaret Macintyre Latta |
225-233 |
| Response: The Power of the Fragile |
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John F. Covaleskie |
234-236 |
| Montaigne and the Values in Educating Judgment |
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David T. Hansen |
237-244 |
| Response: Good Judgment and Moral Outrage |
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Kathy Hytten |
245-247 |
| Wittgenstein, the Practice of Ethics, and Moral Education |
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Nicholas C. Burbules, Paul Smeyers |
248-257 |
| Response: On Wittgenstein, the Practice of Ethics, and Moral Education |
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James M. Giarelli |
258-260 |
| Dilemmas of Deliberative Civic Education |
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Meira Levinson |
261-270 |
| Response: Education for Critical Citizenship |
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Tapio Puolimatka |
271-273 |
| Dewey's Contribution to an American Hubris: Philosophy of Democracy, Education, and War |
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Lynda Stone |
274-281 |
| Response: Recovery, Reconstruction, and Self-Renewal |
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Jim Garrison |
282-284 |
| Education qua Enlightenment: On the Rationality of the Principle of Reason |
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Stella Gaon |
285-292 |
| Response: Acknowledging Incompleteness |
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Robert E. Floden |
293-295 |
| Teaching and the Dynamics of Recognition |
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Chris Higgins |
296-304 |
| Response: Gifts of Teaching |
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Naoko Saito |
305-307 |
| Misleading the Students: Conceptual Difficulties in Woolfolk's Account of Motivation |
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Frederick S. Ellett, Jr., David P. Ericson |
308-315 |
| Response: Mistaking the Text: A Missed Opportunity for Dialogue |
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Lucille L.T. Eckrich |
316-318 |
| Durkheim's Naturalistic Moral Education: Pluralism, Social Change, and Autonomy |
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David N. Boote |
319-327 |
| Response: Finding a Role for Durkheim in Contemporary Moral Theory |
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Craig A. Cunningham |
328-330 |
| The New Digital Cartesianism: Bodies and Spaces in Online Education |
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Megan Boler |
331-340 |
| Response: A New Discourse for a New Method: "The New Digital Cartesianism" |
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Denise Egea-Kuehne |
341-344 |
| A More Luminous Life: An Attempt at a Religiously Informed Pragmatism |
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C. Joseph Meinhart |
345-352 |
| Response: On the Dangers of Putting New Wine into Old Bottles |
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Christine McCarthy |
353-356 |
| Situated Moral Agency: Why It Matters? |
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Barbara Applebaum |
357-365 |
| Response: Education in Moral Perception |
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Suzanne Rice |
366-368 |
| Desperately Seeking Evelyn, or, Alternatively, Exploring Pedagogies of the Personal in Alfred North Whitehead and Feminist Theory |
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Kathryn Pauly Morgan |
369-377 |
| Response: Why Whitehead? Toward a Pedagogy of the Truly Personal |
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Barbara S. Stengel |
378-381 |
| Promoting a Primary Good in Schools: An Aristotelian Defense of Bilingual Education |
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John E. Petrovic |
382-390 |
| Response: When Is Self-Respect Not Enough? |
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Kal Alston |
391-393 |
| The Existential Concept of Freedom for Maxine Greene: The Influence of Sartre and Merleau-Ponty on Greene's Educational Pedagogy |
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Shaireen Rasheed |
394-401 |
| Response: The Importance of Maxine Greene's Public Place "In Between" |
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Virginia Worley |
402-404 |
| Listening as Attending to the "Echo of the Otherwise": On Suffering, Justice, and Education |
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Sharon Todd |
405-412 |
| Response: Learning to Listen and Listening to Learn: The Significance of Listening to Histories of Trauma |
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Susan Huddleston Edgerton |
413-415 |
| Toward a Pedagogy of the Vague |
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Nakia S. Pope |
416-423 |
| Response: More Thoughts on a Pedagogy of the Vague |
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Barbara J. Thayer-Bacon |
424-427 |
| Hermeneutical Conversations in Public Schools: Responding to Religious Objections |
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Robert Kunzman |
428-436 |
| Response: Private Lives and Public Dialogue: Negotiating the Moral/Political Divide |
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Maureen Stout |
437-439 |
| Reflections on the Justice of the Present War and Some Implications for Education |
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Ronald David Glass |
440-448 |
| Response: On the Justice of the Present War: Some Implications for Education |
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Justen Infinito |
449-451 |
| Learning to Live with Art |
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Claudia Ruitenberg |
452-460 |
| Response: On the Possible Limits of Aesthetic Experience, Radical Otherness, and Radical Indeterminancy in Learning the Live with Art |
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David Granger |
461-464 |
| Stories about Stories about History: Hayden White, Historiography, and History Education |
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Jon A. Levisohn |
465-472 |
| Response: History, Metahistory, and Autology |
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Raf Vanderstraeten |
473-475 |
ISSN: 8756-6575