Editor: Frank Margonis, University of Utah
Table of Contents
Introduction
| Introduction: Philosophical Pluralism: The Promise of Fragmentation |
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Frank Margonis |
xi-xviii |
Presidential Essay
| Beyond Moral Stories |
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Betty A. Sichel |
1-11 |
| Response: Moral Stories: How Much Can We Learn from Them and Is It Enough? |
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Michael S. Katz |
12-17 |
Featured Essays
| When You Know It, and I Know It, What Is It We Know? Pragmatic Realism and the Epistemologically Absolute |
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Christine McCarthy |
21-29 |
| Response: Really Living in Space-time |
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Craig A. Cunningham |
30-33 |
| Theoretical and Practical Reasoning: An Intractable Dualism? |
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James E. McClellan, Jr. |
34-42 |
| Response: The Freedom of the Playpen |
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C.J.B. Macmillan |
43-47 |
| Voluntary Segregation: Gender and Race as Legitimate Grounds for Differential Treatment and Freedom of Association |
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Stacy Smith |
48-57 |
| Response: The Complex Ethics of Separate Schools |
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Kevin McDonough |
58-61 |
Essays
| Rationality and Redemption: Ideology, Indoctrination, and Learning Communities |
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H.A. Alexander |
65-73 |
| Response: Can Reasons for Rationality Be Redeemed? |
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Harvey Siegel |
74-76 |
| "But That Is Not What I Mean": Criticizing With Care and Respect |
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Barbara Applebaum |
77-85 |
| Response: Criticizing With Care and With Respect For What We Are All Up Against |
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Ann Diller |
86-89 |
| Education, Not Initiation |
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Gert Biesta |
90-98 |
| Response: Narrowing the Gap Between Difference and Identity |
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Frank Pignatelli |
99-101 |
| Sophistry, Dialectic, and Teacher Education: A Reinterpretation of Plato's Meno |
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Deron R. Boyles |
102-109 |
| Response: Sophistry and Wisdom in Plato's Meno |
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Terry Hall |
110-113 |
| Deconstructing "Difference" and the Difference This Makes to Education |
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Nicholas C. Burbules |
114-123 |
| Response: Humpty Dumpty: An Ovular Model of Resistance to Modernist Recidivism |
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Kathryn Pauly Morgan |
124-129 |
| Varieties of Incontinence: Towards an Aristotelian Approach to Moral Weakness in Moral Education |
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David Carr |
130-138 |
| Response: Akrasia: Irremediable but not Unapproachable |
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Victor L. Worsfold |
139-141 |
| Of Fractious Traditions and Family Resemblances in Philosophy of Education |
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Pradeep A. Dhillon |
142-150 |
| Response: Epistemological Reversals Between Chisholm and Lyotard |
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Michael G. Gunzenhauser |
151-153 |
| Neutrality in Education and Derrida's Call for "Double Duty" |
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Denise Egea-Kuehne |
154-163 |
| Response: The Double-Bind of "Double Duty" |
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Hilary E. Davis |
164-167 |
| Habermas and Critical Thinking |
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Ben Endres |
168-177 |
| Response: Decentering and Reasoning |
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Mark Weinstein |
178-181 |
| The Goals of Multicultural Education: A Critical Re-evaluation |
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Walter Feinberg |
182-189 |
| Response: Multiculturalism and a Politics of Persistence |
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Barbara Houston |
190-196 |
| Response: Taylor, Equality, and the Metaphysics of Persons |
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Kenneth A. Strike |
197-202 |
| Reading Phaedrus Like a Girl: Misfires and Rhizomes in Reading Performances |
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Zelia Gregoriou |
203-213 |
| Response: Concerning Zelia Gregoriou's "Reading Phaedrus Like a Girl" |
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Greg Whitlock |
214-217 |
| The Moral Presuppositions of Multicultural Education |
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Robert D. Heslep |
218-223 |
| Response: Tolerance and Intolerance: Gricean Intention and Doing Right by our Students |
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Paul A. Wagner |
224-227 |
| Justifying Music in General Education: Belief in Search of Reason |
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Estelle R. Jorgensen |
228-236 |
| Response: Can the Justification of Music Education be Justified? |
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Iris M. Yob |
237-240 |
| Beginning Again: Teaching, Natality and Social Transformation |
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Natasha Levinson |
241-251 |
| Response: Teaching In/For the Enunciative Present |
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Wendy Kohli |
252-255 |
| On the Nature of Environment Education: Anthropocentrism versus Non-Anthropocentrism: The Irrevelant Debate |
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Huey-li Li |
256-263 |
| Response: The Relevance of the Anthropocentric-Ecocentric Debate |
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Dale T. Snauwaert |
264-267 |
| Education in the Mode of Information: Some Philosophical Considerations |
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James D. Marshall |
268-276 |
| Response: Pixels, Decenteredness, Marketization, Totalism, and Ingmar Bergman's Cry For Help |
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Richard Brosio |
277-280 |
| Performance Anxiety: Sexuality and School Controversy |
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Cris Mayo |
281-289 |
| Response: Opening the Closet Door: Sexualities Education and "Active Ignorance" |
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Maureen Ford |
290-293 |
| Reconceiving the Foundations of Education: An Ecological Model |
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Paul Morgan |
294-302 |
| Response: Counter the Dangers of Education |
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Xiaodan Huang |
303-306 |
| Physical and Cultural Dimensions of Movement Related to Horizon |
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Jana Noel |
307-314 |
| Response: The Glass Bead Game |
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Alexander Sidorkin |
315-317 |
| Teacher Beliefs and Student Learning |
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Robert E. Orton |
318-325 |
| Response: Can Hypocrites Be Good Teachers? |
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Bruce B. Suttle |
326-328 |
| Democracy, Education and the Critical Citizen |
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Tapio Puolimatka |
329-338 |
| Response: Democracy and the Foundations of Morality |
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Randall R. Curren |
339-341 |
| The Paradoxes of Education in Rorty's Liberal Utopia |
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Rob Reich |
342-351 |
| Response: Utopia Flawed? A Response to Reich on Rorty |
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Shirley Pendlebury |
352-355 |
| Dewey's Conception of "Virtue" and its Educational Implications |
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Suzanne Rice |
356-364 |
| Response: Dewey on Virtue |
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Timothy H. Smith |
365-368 |
| Infinitely Interesting: Bloom, Kierkegaard, and the Educational Quest |
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Patricia Rohrer |
369-377 |
| Response: Education's Ills and the Vanity of the Philosopher |
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Paul Farber |
378-380 |
| Moral Dimensions of Classroom Discourse: A Deweyan Perspective |
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Fay Rosner |
381-385 |
| Response: Moral Reflection and Moral Education |
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John F. Covaleskie |
386-388 |
| Dewey's Idea of Sympathy and the Development of the Ethical Self: A Japanese Perspective |
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Naoko Saito |
389-396 |
| Response: Dewey Without Doing |
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Donald Arnstine |
397-399 |
| Good Sex as the Aim of Sexual Education |
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Jan Steutel, Ben Spiecker |
400-407 |
| Response: The Politics of the "Good" in Good Sexuality Education |
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Dwight Boyd, Alexander McKay |
408-411 |
| A Rhetorical Revolution for Philosophy of Education |
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Lynda Stone |
412-420 |
| Response: A Revolution By Any Other Name |
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Jaylynne N. Hutchinson |
421-424 |
| Political Pragmatism and Educational Inquiry |
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Audrey Thompson |
425-434 |
| Response: No More Method! A (Polemical) Response to Audrey Thompson |
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Alven M. Neiman |
435-440 |
| Moral Education and Inspiration Through Theatre |
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Timothy S. Valentine |
441-450 |
| Response: Are You a Good Witch or a Bad Witch? And Other Questions the Jesuits Left for Me |
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Kal Alston |
451-454 |
ISSN: 8756-6575