Editor: Steven Tozer, University of Illinois at Chicago
Table of Contents
Introduction
Introduction |
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Steve Tozer |
xi-xv |
Presidential Essay
Facing the Torpedo Fish: Becoming a Philosopher of One's Own Education |
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Ann Diller |
1-9 |
Response: The Canadian Beaver Confronts the Torpedo Fish: Performing Our Own Philosophy as Educators |
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Maryann Ayim |
10-16 |
Response: Searching for Alternatives |
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Frank Margonis |
17-20 |
Distinguished Invited Essay
The Wealth of Cultures and the Problem of Generations |
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Jane Roland Martin |
23-38 |
African-American Philosophy: Theory, Politics, and Pedagogy |
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Lewis R. Gordon |
39-46 |
Response: On Reading African-American Philosophy: Theory, Politics, and Pedagogy |
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James M. Giarelli |
47-50 |
Featured Essays
Conceptions of Development in Education |
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Kieran Egan |
53-61 |
Response: Recapitulating? |
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Susan Laird |
62-67 |
Confusion about the Socratic Method: Socratic Paradoxes and Contemporary Invocations of Socrates |
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Rob Reich |
68-78 |
Response: Your Socrates, My Socrates, Everyone has a Socrates |
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Betty A. Sichel |
79-81 |
The Feminist Critique of Science and Educational Inquiry |
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Francis Schrag |
82-90 |
Response: Tattooing the Bubble: Schrag and Longino on Science, Feminism, Education |
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Luise Prior McCarty |
91-94 |
Autonomy Reconsidered: A Proposal to Abandon the Language of Self- and Other-Control and to Adopt the Language of "Attunement" |
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Heesoon Bai |
95-101 |
Response: Attunement with Action |
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A.G. Rud, Jr. |
102-104 |
Essays
Aristotle for Teachers as Moral Educators |
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Clark Robenstine |
107-114 |
Response: Aristotle and Robenstine on Moral Education |
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Emily Robertson |
115-118 |
Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education |
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Mark Frein |
119-127 |
Response: Critique and Analysis |
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John F. Covaleskie |
128-130 |
Charter Schools: Voluntary Associations or Political Communities? |
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Stacy Smith |
131-139 |
Response: Charter Schools: Particularistic, Pluralistic, and Participatory? |
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Heather M. Voke |
140-144 |
Social Power and Education |
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Clifton Tanabe |
145-153 |
Response: Power Transformers |
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Charles Bingham |
154-157 |
Critical Thinking and the Unity of Virtue |
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Randall R. Curren |
158-165 |
Response: Deconstructing a Dilemma: The Need for an Adequate Conception of (Practical) Reason |
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Joseph Dunne |
166-169 |
Spiritual Values and Public Education: A Case for Reductionism |
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Ronald Lee Zigler |
170-178 |
Response: Spiritual Values and Public Languages |
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Thomas F. Green |
179-182 |
The Adult and the Curriculum |
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Audrey Thompson |
183-191 |
Response: Irony in Rousseau's Emile |
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J.J. Chambliss |
192-194 |
Multicultural Foundations for Philosophy of Education: A Propaedeutic |
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Huey-li Li |
195-202 |
Response: African Philosophy and Multicultural Thought |
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Ananyo Basu |
203-205 |
Johns, Derrida, and Sartre: Reading the Metaphysics of Racism |
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James Palermo |
206-216 |
Response: Contriving Biomythographies of Blue Frogs |
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Zelia Gregoriou |
217-221 |
What is it Like to be a Deliberative Democrat? |
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Matthew Pamental |
222-230 |
Response: Learning to Live Together, or Moral Deliberation 101 |
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Natasha Levinson |
231-234 |
"Yes...But is it a Naturalism?" |
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Frederick S. Ellett, Jr., David P. Ericson |
235-243 |
Response: What Is Naturalism? |
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Harvey Siegel |
244-247 |
The Demise of Authenticity |
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Frank Margonis |
248-257 |
Response: Authentic to What? Educative Growth and Life-Worlds |
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Jaylynne N. Hutchinson |
258-261 |
Identity Crisis |
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Robert D. Heslep |
262-268 |
Response: Alas, Poor Hamlet - or Identity Crisis for Dummies |
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Alexander M. Sidorkin |
269-271 |
Between Interlochen and Idaho: Hermeneutics and Education for Understanding |
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Deborah Kerdeman |
272-279 |
Response: Understanding as Self-Understanding: Recovering the Question |
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Walter Okshevsky |
280-283 |
Models of Educational Democracy |
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Walter Feinberg, Belden Fields, Nicole Roberts |
284-291 |
Response: A New Vision of Educational Democracy? |
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Evelyn Sears |
292-294 |
Language Learning Theory: A Comparison between Wittgenstein and Augustine's De Magistro |
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Stacy J. Stoyanoff |
295-303 |
Response: Philosophical Dialogues: The Impact of Style |
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Beatrice K. Nelson |
304-308 |
Gagged and Bound: Sex Education, Secondary Virginity, and the Welfare Reform Act |
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Cris Mayo |
309-317 |
Response: Toward a More Democratic Approach to Sexuality Education |
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Constance M. Yowell |
318-322 |
Autonomy, Education, and Politics |
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Edward Sankowski |
323-331 |
Response: Autonomy, Education, and the Big Picture |
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Kenneth R. Howe |
332-334 |
Moral Empathy: The Necessity of Intersubjectivity and Dialogic Confirmation |
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Susan Verducci |
335-342 |
Response: Paying Empathy Its Due |
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Suzanne Rice |
343-345 |
Dewey on Method/s |
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Barbara S. Stengel |
346-353 |
Response: Dewey on the Virtues of Method/s |
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Jim Garrison |
354-356 |
Transference Love from the Couch to the Classroom: A Psychoanalytic Perspective on the Ethics of Teacher-Student Romance |
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Chris Higgins |
357-365 |
Response: So Give Me Love, Love, Love, Love, Crazy Love: Teachers, Sex, and Transference? |
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Kal Alston |
366-369 |
Knowledge and Action in Classroom Practice: A Dialogic Approach |
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Stanton Wortham |
370-377 |
Response: On Teacher Knowledge: A Return to Shulman |
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Barbara J. Duncan |
378-380 |
Merleau-Ponty, The Primacy of Perception and the Philosophy of Education |
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Peter J. Albano |
381-390 |
Response: Seeing as Perceiving? The Danger and the Possibility in Merleau-Ponty's Phenomenological Ontology |
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Yoon Pak, Ellen Timothy |
391-393 |
The Educational Philosophy of W.E.B. DuBois |
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Bartley L. McSwine |
394-400 |
Response: W.E.B. DuBois and the Question of Black Women Intellectuals |
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Renea Henry |
401-403 |
Diagrams in Mathematical Education: A Philosophical Approach |
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Dennis Lomas |
404-410 |
Response: Reflections on "Diagrams in Mathematical Education" |
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Erick Smith |
411-414 |
Is Caring Inherently Good? |
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Barbara Applebaum |
415-422 |
Response: Abstractions Can't Be Good But They Can Be Dangerous |
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Barbara Houston |
423-425 |
Beyond Instrumental Literacy: Discourse Ethics and Literacy Education |
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Benjamin J. Endres |
426-435 |
Response: Emotion: An Embodied Ethic for Literacy |
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Colette Gosselin |
436-438 |
Toward a Re-Evaluation of the Role of Educational Epistemology in the Professional Education of Teachers |
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David Carr |
439-447 |
Response: A Teacher's Right to Know: Epistemological Controversy and the Preparation of Educational Professionals |
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Zeus Yiamouyiannis |
448-451 |
Liberalism, Primary Goods, and National Educational Standards |
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Charles Howell |
452-460 |
Response: What Liberalism? Which Standards? Whose Equity? |
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Alejo Jose G. Sison |
461-464 |
A Democratic Phenomenon: Emerging Adolescent Programs in Montessori Schools |
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Winton Lann Wasson, Deron R. Boyles |
465-472 |
Response: Democratic Education, Sans Student Enfranchisement? |
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Christine McCarthy |
473-475 |
The Right to Philosophy of Education: From Critique to Deconstruction |
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Gert Biesta |
476-484 |
Response: Modes of Criticality as Modes of Teaching |
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Nicholas C. Burbules |
485-488 |
On the Education of the Heart: The Idea of Growth in Emerson and Cavell for Contemporary Education |
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Naoko Saito |
489-497 |
Response: Emerson: A Powerful Voice for Moral Authenticity, But is Power Enough? |
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John Rethorst |
498-499 |
From the "Learning-Centered" Rhetoric of School Reform: A Philosophical Commentary |
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Xiaodan Huang |
500-507 |
Response: Transforming Schools in a Nation of Workers/Consumers |
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Craig A. Cunningham |
508-511 |
Four Models of Redemptive Education and Technology |
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Ignacio L. Gotz |
512-520 |
Response: Spirituality, Redemption, and Education in the Wasteland of Technopoly |
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Al M. Neiman |
521-525 |
The Theoretical Foundations of Cultural Studies in Education |
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Ronnie Casella |
526-534 |
Response: Cultural Studies in Education: What's The Point? |
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Kathy Hytten |
535-537 |
Samuel Messick's Consequential Validity |
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Robert E. Orton |
538-545 |
ISSN: 8756-6575