Editor: Randall Curren, University of Rochester
Table of Contents
Introduction
| Introduction: Philosophy of Education at the Millennium |
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Randall Curren |
ix-xiii |
Presidential Essay
| The Value of Reason: Why Not a Sardine Can Opener? |
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Emily Robertson |
1-14 |
| Response: Who Thinks Like This? |
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Audrey Thompson |
15-18 |
| Response: Keep Hope Alive |
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James E. McClellan, Jr. |
19-21 |
Distinguished Invited Essay
| Caring versus the Philosophers |
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Michael Slote |
25-35 |
| Response: Two Concepts of Caring |
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Nel Noddings |
36-39 |
Featured Essays
| Education, Punishment, and Responsibility |
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Charles Howell |
43-51 |
| Response: The Responsibility Theory of Punishment |
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Peter J. Markie |
52-56 |
| Making a Place for the Good in Educational Deliberations |
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Karl Hostetler |
57-65 |
| Response: Perfectionism and Neutrality |
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Kenneth A. Strike |
66-69 |
| Shared Values and Particular Identities in Anti-Racist Education |
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Lawrence Blum |
70-77 |
| Response: Moral Identities and Moral Ambiguity |
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Natasha Levinson |
78-83 |
| On the Socratic Method |
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Ignacio L. Gotz |
84-92 |
| Response: Pragmatism Rescues Socrates |
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Robert R. Sherman |
93-95 |
Essays
| Relational Pedagogy Without Foundations: Reconstructing the Work of Paulo Freire |
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Frank Margonis |
99-107 |
| Response: Re-Reading Paulo Freire |
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James M. Giarelli |
108-110 |
| Derrida's Le monolinguisme de l'autre: Linguistic Educational Rights |
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Denise Egea-Kuehne |
111-120 |
| Response: The Language of Indigenous Others: The Case of Maori in New Zealand |
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James D. Marshall |
121-125 |
| Moral Education for Contemporary Democracy |
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Victor L. Worsfold |
126-133 |
| Response: "Being Equal versus Becoming Equal: Some Tensions" |
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Stacy Smith |
134-137 |
| A Common Ground: How McDowell's Recourse to Hegelianism Indicates the Potential for a Rapprochement Between Philosophies of Mind and Education |
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E. James Cunningham |
138-146 |
| Response: Integrating Philosophies of Mind and of Education |
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Kenneth R. Westphal |
147-152 |
| Self-Expression |
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John Gingell |
153-160 |
| Response: Self-Expression: Problems of Expression, Problems of Self |
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Sharon Bailin |
161-164 |
| Girls Want to Walk in the Sun |
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Colette Gosselin |
165-175 |
| Response: The Ghosts of our Sisters: "Each Life Has Its Place" |
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Jaylynne N. Hutchinson |
176-180 |
| Shame and Moral Formation |
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John F. Covaleskie |
181-188 |
| Response: Thinking About Shame |
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Betty A. Sichel |
189-191 |
| Educating Gifted Children |
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Laura Purdy |
192-199 |
| Response: Justifying Education for the Gifted |
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Barry Bull |
200-203 |
| Is Teaching a Skill? |
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David Carr |
204-212 |
| Response: There are Skills and There are Skills |
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Allen T. Pearson |
213-216 |
| Teaching and the Sense of Tradition: A Nontraditionalist Perspective |
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David T. Hansen |
217-225 |
| Response: Teaching and its Traditions |
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Paul Farber |
226-229 |
| Organization Theory and Ethics |
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Eric Bredo |
230-238 |
| Response: Must Dewey Duel Dualisms Forever? |
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Gary D. Fenstermacher |
239-241 |
| Test Reliability: A Practical Exemplification of Ordinary Language Philosophy |
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Robert H. Ennis |
242-248 |
| Response: Trustworthiness and Consistency |
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Stephen P. Norris |
249-252 |
| Empathy and Morality |
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Susan Verducci |
253-260 |
| Response: The Role of Sympathy in Kant's Philosophy of Moral Education |
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Michael B. Mathias |
261-265 |
| Habermas, Arendt, and the Tension Between Authority and Democracy in Educational Standards: The Case of Teaching Reform |
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Aaron Schutz, Pamela A. Moss |
266-275 |
| Response: Re-engineering the Teaching Profession |
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Paul A. Wagner |
276-280 |
| Liberalism, Communitarianism, and Moral Education |
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Edward Sankowski |
281-289 |
| Response: Two Views of "Taking Community Seriously" |
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Jeffrey Douglas Jones |
290-293 |
| Constructivism, Knowledge, and Manipulation |
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Tapio Puolimatka |
294-301 |
| Response: The Two Essays of Tapio Puolimatka: A Double-Barreled Response |
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D.C. Phillips |
302-306 |
| On Good Authority or is Feminist Authority an Oxymoron? |
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Barbara Applebaum |
307-317 |
| Response: Shifting the Authority Project |
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Maureen Ford |
318-321 |
| Assessing Paul Ernest's Application of Social Constructivism to Mathematics and Mathematics Education |
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Dennis Lomas |
322-329 |
| Response: Social Constructivism and Mathematics Education: Some Comments |
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Michael R. Matthews |
330-341 |
| Caring as a Democratic Virtue |
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Maughn Gregory |
342-351 |
| Response: Caring as an Undemocratic Virtue |
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Daniel Vokey |
352-355 |
| Gender Disidentification: The Perils of the Post-Gender Condition |
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Cris Mayo |
356-364 |
| Response: Growing the Problem of "Sexual Harassment": Unintended Consequences |
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Suzanne Rice |
365-367 |
| Love, Jazz, and a Sense of the Holy: Conceptualizing the Teacher in Toni Morrison's Beloved |
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Jeffrey Ayala Milligan |
368-376 |
| Response: Reflections on "Love, Jazz, and a Sense of the Holy" |
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Maxine Greene |
377-379 |
| The Good, the Bad, and the Pedophile |
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Jan Steutel, Ben Spiecker |
380-388 |
| Response: Moral Education and the Limits of Virtue |
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Kristen A. Grace, Craig Vivian |
389-392 |
ISSN: 8756-6575