Editor: Susan Laird, University of Oklahoma
Table of Contents
Introduction
Introduction: "Where" are the Philosophers of Education in 1997? |
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Susan Laird |
xi-xvii |
Presidential Essay
The Place of Locating Oneself(Ves)/Myself(Ves) in Doing Philosophy of Education |
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Dwight Boyd |
1-19 |
Response: Know Thyself: A Contemporary Command |
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Victor L. Worsfold |
20-24 |
Response: A Conversation Beyond Argument: On a Bridge Over Troubled Waters |
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Barbara Houston |
25-29 |
Featured Essays
Aporia: Webs, Passages, Getting Lost, and Learning to Go On |
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Nicholas C. Burbules |
33-43 |
Response: Aporia and Imagination |
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Fazal Rizvi |
44-46 |
Teaching at the Crossroads of Faith and School: The Teacher as Prophetic Pragmatist |
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Jeffrey Ayala Milligan |
47-56 |
Response: The Crossroads of Poetry and Prophecy |
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Jim Garrison |
57-60 |
Unsettling Identities: Conceptualizing Contingency |
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Natasha Levinson |
61-70 |
Response: Expanding Identities: The Importance of Wow! Experiences |
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Ann Diller |
71-74 |
Essays
(An)Other Terrain for Thought: "Good Gossip" |
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Mary Leach |
77-85 |
Response: Where's the Good? |
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Suzanne Rice |
86-88 |
What (Epistemic) Benefit Inclusion? |
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Kenneth R. Howe |
89-96 |
Response: Is Inclusion an Epistemic Virtue? |
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Harvey Siegel |
97-99 |
Reading Asante's Myth of Afrocentricity: An Ideological Critique |
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James Palermo |
100-111 |
Response: Afrocentricity, Politics and the Problem of Identity |
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Kathy Hytten |
112-114 |
Foucauldian Cautions on the Subject and the Educative Implications of Contingent Identity |
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Cris Mayo |
115-123 |
Response: Ob/Scenely Polymorphously Perverse Sex Education |
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Gloria Filax |
124-126 |
Cultural Recognition, Cosmopolitanism and Multicultural Education |
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Kevin McDonough |
127-135 |
Response: Self as Post-Colonial Pastiche: Historical Artifact and Multicultural Ideal |
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Eduardo Manuel Duarte |
136-139 |
Hypertext and Education: (Post?)structural Transformations |
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Barbara J. Duncan |
140-148 |
Response: Banality and Optimism: Webbed Education |
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Anthony G. Rud, Jr. |
149-151 |
"Equivalence" and the Recognition of Prior Learning in Universities |
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Trevor Davison |
152-159 |
Response: Equivalence: Some Moral Perplexities |
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Maryann Ayim |
160-162 |
Dewey and the New "Vocationalism" |
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James D. Marshall |
163-171 |
Response: Engaging Dewey's Vocationalism |
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Susan Douglas Franzosa |
172-175 |
Two Cheers for Parental Empowerment: A Politically Incorrect Analysis |
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Peter F. Carbone, Jr. |
176-185 |
Response: Accentuating the Positive in Critical Thinking |
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Robert H. Ennis |
186-188 |
What to Do While Waiting for the Revolution: Political Pragmatism and Performance Pedagogy |
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Audrey Thompson |
189-197 |
Response: Revolutions That as Yet Have No Model: Performance Pedagogy and its Audience |
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Gert Biesta |
198-200 |
On Spirituality and Teaching |
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Ignacio L. Gotz |
201-208 |
Response: Intelligence and Passion in Teaching: Ignacio Gotz on Spirituality |
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H.A. Alexander |
209-213 |
On Becoming a Teacher: May Sarton's The Small Room |
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Michael Katz |
214-222 |
Response: Good Stories and Moral Understanding |
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Barbara J. Thayer-Bacon |
223-225 |
Kindness as a Teaching Ethic |
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Steve Broidy |
226-235 |
Response: Out of the Kindness of Our Hearts or On the Gendered Hazards of Being Kind |
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Barbara Applebaum |
236-239 |
Ethics and the Critical Theory of Education |
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Benjamin J. Endres |
240-249 |
Response: Ethics and the "Not Entirely" |
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Jaylynne N. Hutchinson |
250-253 |
In Defence of a Dialectical Ethic Beyond Postmodern Morality |
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Mark Mason |
254-262 |
Response: Towards a Dialectical Ethics beyond Objectivism and Relativism |
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Daniel Vokey |
263-265 |
An Ethics of Hesitant Learning: The Caring Justice of Levinas and Derrida |
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Julian Edgoose |
266-274 |
Response: Three Gestures on Otherness: (Re)joining with Edgoose Through Derrida's Khora |
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Lynda Stone |
275-277 |
Art and Imagination: Implications of Cognitive Science for Moral Education |
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John Rethorst |
278-284 |
Response: If Art is Good for the Soul Can Education Do Without Art? |
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Hilary E. Davis |
285-288 |
Interpreting Aristotle's Phantasia and Claiming its Role Within Phronesis |
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Jana Noel |
289-296 |
Response: Aristotle's Phantasia and its Role within Phronesis: A Question |
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Sophie Haroutunian-Gordon |
297-300 |
A Justification for Arts Education: Creating Practical Knowledge |
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Sheryle Bergmann-Drewe |
301-309 |
Response: The Burden of Justification |
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Charlene Morton |
310-312 |
Aesthetic Experience, Hermeneutics, and Curriculum |
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Donald Blumenfeld-Jones |
313-321 |
Response: A Hermeneutical Justification for the Arts: Is the Aesthetic Logically Prior to Art? |
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Lorraine Kasprisin |
322-324 |
Common Schooling in the Politically Liberal Society: Implications for the Development of Citizens |
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Karen Adams |
325-334 |
Response: Communitarianism Liberalism and Common Schools |
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Rob Reich |
335-337 |
Democracy, Plurality, and Education: Deliberative Practices of and for Civic Participation |
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Stacy Smith |
338-347 |
Response: Dis-Embedded Discourse: Challenge for Civic Education |
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Dilafruz R. Williams |
348-351 |
The Metaphor of "Space" in Educational Theory: Henry Giroux Through the Eyes of Hannah Arendt and Michel Foucault |
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Aaron Schutz |
352-360 |
Response: The Power of Maps |
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Shari Popen |
361-364 |
Dewey and the Arrogance of Reason |
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Frank Margonis |
365-373 |
Response: Margonis's Challenge |
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James E. McClellan, Jr. |
374-377 |
Education and the Cognitive Revolution: Something to "Think" About |
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Shelby Sheppard |
378-386 |
Response: IP and "Common Sense" Views of the Mind: Can We Communicate with Educational Psychologists? |
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Robert E. Orton |
387-389 |
Richard Rorty on the Power of Philosophical Reflection and the Pragmatist Conception of Critical Thinking: A Redescription |
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Walter Okshevsky |
390-400 |
Response: Rorty, Critical Thought, and Philosophy of Education |
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Jerrold R. Coombs |
401-403 |
Reinstating Emotion in Educational Thinking |
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Marjorie O'Loughlin |
404-411 |
Response: On the Very Idea of "Reinstating Emotion in Educational Thinking" |
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David Hammond |
412-415 |
Taming the Labile Other: Disciplined Emotions in Popular and Academic Discourses |
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Megan Boler |
416-425 |
Response: Affect as Experience: Possibilities for Transformation |
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Colette Gosselin |
426-429 |
Critical Essays
Philosophy of Education: Texts and Traditions |
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Steve Tozer, Kal Alston, James S. Kaminsky |
433-448 |
Education and the Longing for Immortality |
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Rene Vincente Arcilla, Pradeep A. Dhillon, Alven M. Neiman |
449-460 |
The Gender Question in Education |
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Glorianne M. Leck, Allen T. Pearson, Debra Shogan |
461-470 |
The New Scholarship on Dewey |
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James M. Giarelli, Michael Simmons, Edward Sankowski |
471-480 |
Rationality Redeemed? |
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C.J.B. Macmillan, Emily Robertson, Scott H. Bilow |
481-490 |
ISSN: 8756-6575