Editor: Lynda Stone, University of North Carolina at Chapel Hill
Table of Contents
Introduction
Post-Millennial PES: Introduction to Philosophy of Education at 2000 |
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Lynda Stone |
xi-xix |
Presidential Essay
What a Long Strange Trip Its Been, or, The Metaphysics of Presence: Derrida and Dewey on Human Development |
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Jim Garrison |
1-10 |
Response: On the Metaphysics of Presence |
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James M. Giarelli |
11-14 |
Response: To Be of Use: The French Connection |
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Mary Leach |
15-18 |
Featured Essays
New Technologies/New Literacies: Reconstructing Education for the New Millennium |
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Douglas Kellner |
21-36 |
Response: Why Philosophers of Education Should Care About Technology Issues |
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Nicholas C. Burbules |
37-41 |
The Place of Ideals in Teaching |
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David T. Hansen |
42-50 |
Response: Teaching Without Ideals? |
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Emily Robertson |
51-54 |
Self-Creation or Choosing the Self: A Critique of Richard Rorty's Idea of Democratic Education |
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Patricia Rohrer |
55-62 |
Response: Rohrer and Rorty: The Contingency of Desire |
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Al Neiman |
63-66 |
Levinas and Ethical Agency: Toward a Reconsideration of Moral Education |
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Ann Chinnery |
67-74 |
Response: Levinas and Moral Education |
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Gert J.J. Biesta |
75-77 |
Essays
In Plato's Cave: Philosophical Counseling and Philosophers of Education |
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David P. Ericson |
81-89 |
Response: What Good is Philosophy? |
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Rob Reich |
90-93 |
Kant's Catechism for Moral Education: From Particularity Through Universality to Morality |
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Walter Okshevsky |
94-102 |
Response: The Missing Voice of the Student: Kant's Monologue on Morality |
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Thomas Fuhr |
103-105 |
The Concept of the Learned Multitude |
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Tapio Puolimatka |
106-114 |
Response: Nietzschean Doubts, Wittgensteinian Musings |
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Paul Smeyers |
115-117 |
Teacher as Sadist, and the Duality of Self and Other |
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Gayle M. Turner |
118-127 |
Response: Sartre's Sadism and Grace in Teaching |
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Ann Diller |
128-130 |
Private Interests or Public Goods: Dewey, Rugg, and their Contemporary Allies on Corporate Investment in Educational Reform Initiatives |
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Kathleen Knight Abowitz, Deron Boyles |
131-139 |
Response: Democracy and Capitalism |
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John F. Covaleskie |
140-142 |
The Structure of Dewey's Scientific Ethics |
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Matt Pamental |
143-150 |
Response: Understanding Dewey's Ethics |
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Eric Bredo |
151-154 |
Perfecting Democracy through Holistic Education: Dewey's Naturalistic Philosophy of Growth Reconsidered |
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Naoko Saito |
155-163 |
Response: Before Objectivism and Relativism: Dewey on the Meaning/s of Growth |
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David Granger |
164-167 |
Doxastic Freedom in John Dewey's School |
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Greg Seals |
168-176 |
Response: Doxastic Freedom and Varieties of Group Belief |
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David Carr |
177-179 |
Thinking Together as One: Freire's Rewriting of Husserl |
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Eduardo Manuel Duarte |
180-188 |
Response: On the Road from Husserl to Freire |
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Emanuel I. Shargel, Michael J. Dwyer |
189-191 |
Reading Mann and Cubberly on the Myth of Equal Educational Opportunity: A Barthesian Critique |
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James Palermo |
192-200 |
Response: The Reality of Myth: Tracing the Signifier Beyond Barthesian Formalism |
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Inna Semetsky |
201-204 |
A Twitch Upon the Thread: Levinas, the Conscience of Teaching, and the Teaching of Conscience |
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Julian M. Edgoose |
205-212 |
Response: Levinas: Teaching "Conscience" and the Other |
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Denise Egea-Kuehne |
213-216 |
Iris Murdoch's Notion of Attention: Seeing the Moral Life in Teaching |
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Susan McDonough |
217-225 |
Response: Emotion, Perception, and Virtue |
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Suzanne Rice |
226-228 |
A Philosophical Inquiry into Literary Texts: An Interpretation of Martha Nussbaum and Love's Quest for Self-Improvement in the Phaedrus |
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Anna Fishbeyn |
229-237 |
Response: Literature's Place in Philosophy: Challenging Disciplinarity |
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Zelia Gregoriou |
238-241 |
What Does It Mean to Transform Education? |
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Estelle R. Jorgensen |
242-252 |
Response: Estelle Jorgensen's Vision of "Transformation" |
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Sophie Haroutunian-Gordon |
253-257 |
On Making Things Difficult for Learners |
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Hunter McEwan |
258-266 |
Response: No Pain, No Gain? |
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Robert E. Floden |
267-270 |
Educational Philosophy as Liberal Teacher Education: Charting a Course Beyond the Dilemma of Relevance |
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Chris Higgins |
271-279 |
Response: Relevance, Pluralism, and Philosophy of Education |
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Harvey Siegel |
280-282 |
Educational Adequacy as a Distributive Principle |
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Charles Howell |
283-291 |
Response: Compel Rather Than Inspire: Moral Implications of Adequacy Litigation |
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A.G. Rud, Jr. |
292-293 |
The Relationship between Self-Determination, the Social Context of Choice, and Authenticity |
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Michele S. Moses |
294-302 |
Response: Helping Adolescents Grow: Issues of Autonomy, Authenticity, and Identity Formation |
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Michael S. Katz |
303-306 |
On the Meaning and Necessity of a White, Anti-Racist Identity |
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Barbara Applebaum, Erin Stoik |
307-316 |
Response: Vertigo at the Heart of Whiteness |
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Cris Mayo |
317-320 |
All Speech is Not Free: The Ethics of "Affirmative Action Pedagogy" |
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Megan Boler |
321-329 |
Response: The Ethics of "Affirmative Action Pedagogy" |
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Suzanne deCastell |
330-334 |
When is Teaching Caring Good? |
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J. Theodore Klein |
335-342 |
Response: The Teacher's Blind |
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Susan Verducci |
343-345 |
"They Like Me, They Really Like Me!" Critically Examining my Desire to be Loved by my Students |
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Hilary E. Davis |
346-353 |
Response: A Playful Mis-reading of Desire |
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Maureen Ford |
354-356 |
When is Guilt More Than Just a Petty Face? Moving from Liberal Guilt Toward Reparation and Responsibility in Education |
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Sharon Todd |
357-364 |
Response: Guilt and Education |
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Mary Bryson |
365-368 |
Science Education: Constructing a True View of the Real World? |
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Christine McCarthy, Evelyn Sears |
369-377 |
Response: The Language Games of Science and Philosophy: Bridges Rather than Anchors |
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M. Jayne Fleener |
378-382 |
A Queasy Scholar Considers Cultural Studies in the United States |
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Jaylynne N. Hutchinson |
383-390 |
Response: On the Importance of Being Queasy |
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Kathy Hytten |
391-393 |
Bioregionalism and Global Education: Exploring the Connections |
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Huey-li Li |
394-403 |
Response: Re-Coupling Place and Time: Bioregionalism's Hope for Situated Education |
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Dilafruz R. Williams |
404-407 |
ISSN: 8756-6575