Editor: Suzanne Rice, University of Kansas
Table of Contents
Introduction
| Introduction |
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Suzanne Rice |
xi-xiv |
Presidential Essay
| 2001: A Philosophical Odyssey |
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Nicholas C. Burbules |
1-14 |
| Response: A Monstrous Manifesto: "Philosophers of the World, Create!" |
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Wendy Kohli |
15-17 |
| Response: Philosophy, Philosophizing, and Philosophical Change of Mind and Heart |
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Harvey Siegel |
18-22 |
Distinguished Invited Essay
| Philosophical Tools for Technological Culture |
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Larry A. Hickman |
25-35 |
| Response: Integrating Arts/Humanities and Sciences/Engineering |
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Jim Garrison |
36-40 |
| Activist Challenges to Deliberative Democracy |
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Iris Marion Young |
41-55 |
| Response: Deliberative Democracy and Justice |
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Natasha Levinson |
56-59 |
| Response: Why Can't We Have It All? |
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Emily Robertson |
60-63 |
Featured Essays
| On Not Knowing the Other, or Learning from Levinas |
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Sharon Todd |
67-74 |
| Response: Learning from Levinas: The Provocation of Sharon Todd |
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Paul Standish |
75-77 |
| Civility and Its Discontents: Sexuality, Race, and the Lure of Beautiful Manners |
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Cris Mayo |
78-87 |
| Response: Agent Provocateuse |
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Audrey Thompson |
88-91 |
| From Reflective Practice to Practical Wisdom: Three Models of Liberal Teacher Education |
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Chris Higgins |
92-99 |
| Response: Exposure and Expertise: Philosophy for Teacher Education |
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Deborah Kerdeman |
100-103 |
Essays
| The Fool's Pedagogy: Jesting for Liminal Learning |
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Timothy McDonough |
107-115 |
| Response: The Importance of Being Foolish |
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David Blacker |
116-119 |
| On Transgression, Moral Education, and Education as a Practice of Freedom |
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Ronald David Glass |
120-128 |
| Response: When Should We Transgress? |
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Nel Noddings |
129-131 |
| Africana Slave Religious Thought and the Philosophy of Education |
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Stephen Nathan Haymes |
132-140 |
| Response: An Invitation to Africana Philosophy of Education |
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Kathy Hytten |
141-143 |
| Education for the Gleam of Light: Emerson's Transcendentalism and its Implications for Contemporary Moral Education |
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Naoko Saito |
144-152 |
| Response: The Emerson Nobody Wants to Buy |
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Rene V. Arcilla |
153-156 |
| Silences and Silencing Silences |
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Huey-li Li |
157-165 |
| Response: The Challenge of Interpreting Silence in Public Spaces |
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Megan Boler |
166-169 |
| Constructing Sympathy's Forge: Empiricism, Ethics, and Environmental Education in the Thought of Liberty Hyde Bailey and John Dewey |
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John P. Azelvandre |
170-178 |
| Response: Historicizing Dewey? |
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Lynda Stone |
179-180 |
| Pedagogy of the Other: A Levinasian Approach to the Teacher-Student Relationship |
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Clarence W. Joldersma |
181-188 |
| Response: Asymmetry and the Pedagogical I-Thou |
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Ann Chinnery |
189-191 |
| MacIntyre and the Catch-22 of Aristotelian Moral Education |
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Daniel Vokey |
192-199 |
| Response: Dwelling with Uncertainty in the Moral Life |
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David T. Hansen |
200-203 |
| Learning about Scientific Methodology and the "Big Picture" of Science: The Contribution of Pendulum Motion Studies |
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Michael R. Matthews |
204-213 |
| Response: Philosophy or Science? |
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Stephen P. Norris, Connie A. Korpan |
214-216 |
| Political Theory and the Teaching of Creationism |
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Francis Schrag |
217-225 |
| Response: Is There Room for Religious Subject Matter in Public School Curricula? |
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Evelyn Sears |
226-228 |
| Foucault and the Care of the Self: Educating for Moral Action and Mental Illness |
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Laura K. Kerr |
229-237 |
| Response: The Psychotropic Boundaries of Self-Formation |
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Kal Alston |
238-240 |
| Philosophers at the Policy Table: A Theory of Schooling Confronts Real School Reform |
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Megan Jessiman |
241-251 |
| Response: Complexities of School Reform |
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Walter Feinberg |
252-254 |
| A Law-like Statement of Dewey's Views on Pedagogy |
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Greg Seals |
255-261 |
| Response: Educational Science and Meaningful Relationships |
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Frank Margonis |
262-264 |
| I Am the Missing Pages of the Text I Teach: Gadamer and Derrida on Teacher Authority |
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Charles Bingham |
265-272 |
| Response: Saving the "Orphan" Text from the Teacher the Father |
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Zelia Gregoriou |
273-275 |
| John Dewey, Eros, Ideals, and Collateral Learning: Toward a Descriptive Model of the Exemplary Teacher |
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Ronald Lee Zigler |
276-284 |
| Response: The Education of Eros and Collateral Learning in Teacher Education |
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Jim Giarelli |
285-287 |
| Thou's Sacred Ways: A Case of Relational Learning for Democratic Self-Formation |
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Cherlyn M. Pijanowski |
288-296 |
| Response: Martin Buber's "Sacred" Way and Moral Education |
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Walter Okshevsky |
297-299 |
| Addressing Persistent Forms of Oppression in a Liberal Democracy: A Cultural Approach to Multiculturalism |
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Nisha Gupta |
300-307 |
| Response: Pride and Self-Respect in Unjust Social Orders |
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Ann Diller |
308-310 |
| Education and the Meaning of Life |
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Tapio Puolimatka, Timo Airaksinen |
311-319 |
| Response: The Meaning of Life as an Ultimate Justification for Education |
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Susan Laird |
320-323 |
| Is Political Education an Oxymoron? Hannah Arendt's Resistance to Public Spaces in Schools |
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Aaron Schutz |
324-332 |
| Response: Hannah Arendt on the Relationship Between Education and Political Action |
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Natasha Levinson |
333-336 |
| Inclusion and Objectivity: Helen Longino's Feminist Theory of Scientific Inquiry |
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Jon A. Levisohn |
337-345 |
| Response: Claiming to Know: Objectivity, Truth, and Science |
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Christine McCarthy |
346-348 |
| Teaching in Response |
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Barbara S. Stengel |
349-357 |
| Response: Teaching in Relation |
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John Covaleskie |
358-360 |
| Public Deliberation, Communication across Difference, and Issues-Based Service Learning |
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Heather M. Voke |
361-369 |
| Response: Who Will Educate the Educators? |
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Barbara E. Houston |
370-372 |
| John Dewey's Pragmatism and Moral Education |
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Shulamit Gribov |
373-380 |
| Response: A Case for Dewey's Moral Theory |
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Jeanne M. Connell, James Scott Johnston |
381-384 |
| Enlightened and Eloquent: Augustine on Education |
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Timothy S. Valentine |
385-393 |
| Response: Augustinian Learning and Understanding |
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David Carr |
394-396 |
| Some Initial Steps Toward a Much-needed Critical Epistemological Realism in Mathematics and Science Education |
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Dennis Lomas |
397-404 |
| Response: Introducing Young Citizens to Science and Mathematics |
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James E. McClellan, Jr. |
405-408 |
| Response: Tempering Relativism in the Epistemological Forges of the Second Millenium: Temporary Hardness States for Pedagogic Realism |
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Ames Brown |
409-411 |
| Locating Oneself, Self 'I'-dentification and the Trouble with Moral Agency |
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Barbara Applebaum |
412-422 |
| Response: Locating Oneself: A Plea for more Critical Awareness |
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James Scott Johnston |
423-425 |
| The Interdependence of Representation and Action |
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Stanton Wortham |
426-434 |
| Response: Learning to See the Cheese in Front of Your Nose |
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Pradeep A. Dhillon |
435-437 |
| A Friendly Critique of a Child's Right to an Open Future |
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Bertram Bandman |
438-445 |
| Response: Wisconsin v. Yoder and the Relationship between Individual and Group Rights |
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Dale T. Snauwaert |
446-448 |
ISSN: 8756-6575