Editor: Gert Biesta, University of Stirling
Table of Contents
Introduction
What’s the Use of Philosophy of Education? |
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Gert Biesta |
xi-xiii |
Presidential Essay
Listening at an Angle |
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Audrey Thompson |
1-10 |
Angles on Listening |
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Deborah Kerdeman |
11-14 |
Look Away, Dixieland |
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Suzanne de Castell |
15-19 |
Distinguished Invited Essay
Particularity, Epistemic Responsibility, and the Ecological Imaginary |
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Lorraine Code |
23-34 |
Who is the Teacher? Testimony, Uniqueness, and Responsibility |
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Clarence W. Joldersma |
35-38 |
Rumor and Relation |
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Cris Mayo |
39-42 |
Featured Essays
Can You Hear Me? Questioning Dialogue Across Differences of Ability |
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Ashley Taylor |
45-53 |
Power, Disability, and Democracy |
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Mark E. Jonas |
54-57 |
A Deweyan Approach to Integrity in an Age of Instrumental Rationality |
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Peter J. Nelsen |
58-66 |
Requirements for Integrity in an Era of Accountability |
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Michael S. Katz |
67-69 |
Tending Neocolonial Gaps |
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Frank Margonis |
70-78 |
Walking in a Minefield |
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Barbara J. Thayer-Bacon |
79-81 |
Essays
C.S. Peirce’s Rhetorical Turn: Prospects for Educational Theory and Research |
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Torill Strand |
85-92 |
“Giving You Something to Make You Wise.” A Peircian Joke About Teaching? |
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Luise Prior McCarty |
93-95 |
Broadening Education for Freedom |
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Jarrod Hanson |
96-104 |
Clarifying Education for Freedom |
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Sarah M. Stitzlein |
105-107 |
Producing Islands of Self-Mastery: The Biopolitics of Self-Determination in Special Education |
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Michael Surbaugh |
108-116 |
Me, Inc: Individualizing Education |
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Trevor Norris |
117-120 |
Care Ethics, John Dewey’s “Dramatic Rehearsal,” and Moral Education |
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Maurice Hamington |
121-128 |
Moral Education and the Dangers of Dramatic Rehearsal |
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Kathy Hytten |
129-132 |
Flawed Objections to Religious Pluralism: The Implications for Religious Education |
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Andrew Davis |
133-141 |
Religious Pluralism Reconsidered |
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Karen Sihra |
142-144 |
The Precarious Self: Schools and the Challenge of Climate Change |
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Julian Edgoose |
145-152 |
Experiencing Complexity and Retooling Understanding for Sustainability |
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Sean Blenkinsop |
153-155 |
The Moral Duties of Parenthood |
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Charles Howell |
156-164 |
Putting Parental Duties in Their Place: What About Children’s Rights? |
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Anne Newman |
165-167 |
Reconsidering Common Sense: Vico and Education |
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F. Tony Carusi |
168-176 |
Common Beliefs and Common Sense in Educational Policy and Practice |
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Avi I. Mintz |
177-179 |
Educational Epistemic Ecosystems: Re-visioning Educational Contexts on Lorraine Code’s Ecological Thinking |
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James C. Lang |
180-189 |
Epistemic Ecosystems or Epistemological Relativism |
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Emery J. Hyslop-Margison |
190-193 |
Choosing “The Ferry of Life”: On Moral Agency as a Mean in Education |
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Rosa Hong Chen |
194-201 |
Wisdom, Fate, and Moral Agency |
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John Covaleskie |
202-204 |
Lost Causes: Online Instruction and the Integrity of Presence |
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Dini Metro-Roland, Paul Farber |
205-213 |
On What Education Is For |
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Paul Smeyers |
214-216 |
Other Desires and Public Recognition: Re-reading Mayo’s Plato’s Aristophanes |
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James Stillwaggon |
217-224 |
Lewd Critique |
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Cris Mayo |
225-227 |
John Dewey, Interests, and Distinctive Schools of Choice |
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Terri S. Wilson |
228-236 |
John Dewey, Public School Reform, and the Narrowing of Educational Aims |
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Josh Corngold |
237-240 |
Liberal Education and Reading for Meaning |
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Kevin Gary |
241-249 |
Reading, Meaning, and Being |
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Sam Rocha |
250-252 |
No Child Left Behind, Or Each Human Person Drawn Forward? Arendt, Jaspers, and the Thinking-Through of a New, Universalizable Existential–Cosmopolitan Humanism |
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Bruce Novak |
253-261 |
Becoming a Subject of Thinking: Philosophers in Education |
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Eduardo M. Duarte |
262-265 |
Teaching Religion in Public Schools: A Critical Appraisal of Dewey’s Ideas on Religion and Education |
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Walter Feinberg |
266-274 |
Dewey on Religion in Public Schools |
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James M. Giarelli |
275-277 |
Are Schools Improvable? A Rumination on Positionality |
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Alexander M. Sidorkin |
278-285 |
Are Schools Deteriorating? Learning, Education, and the Problem of Scarcity |
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Trent Davis |
286-288 |
Dewey’s Spiritual Response to the Crisis of Late Modernity and Early Postmodernity |
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Jim Garrison |
289-296 |
The Idiosyncratic, Playing, and Rorty’s Brand of Philosophizing |
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Glenn M. Hudak |
297-299 |
The Contingency of Moral Education: Nabokov versus Rorty |
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Herner Sæverot |
300-307 |
Reading Lolita in the Classroom |
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Chris Hanks |
308-310 |
John Dewey’s Reception in “Schönian” Reflective Practice |
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Harvey Shapiro |
311-319 |
Beyond Familiar Territory: Developing the Deweyan Legacy |
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David I. Waddington |
320-322 |
When Projects of Critique Are Complicit with the Object of Their Critique: Enabling Whose Education? |
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Barbara Applebaum |
323-332 |
Reading Resistance Psychoanalytically |
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Jennifer Logue |
333-336 |
Welcoming Difference at the Limit of Tolerance Education |
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Elisabet Langmann |
337-345 |
Reconsidering Tolerance Education: Should We Recover Tolerance or Replace It with Hospitality? |
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Winston C. Thompson |
346-348 |
The “Veiling” Question: On the Demand for Visibility in Communicative Encounters in Education |
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Sharon Todd |
349-356 |
Facing the Veil in Education: Todd and the “Veiling” Question |
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Denise Egéa-Kuehne |
357-359 |
One Language, One World: The Common Measure of Education |
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Paul Standish |
360-368 |
Knowledge Transmission Is a Manner of Speaking |
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Charles Bingham |
369-371 |
Learning to Articulate: From Ethical Motivation to Political Demands |
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Claudia W. Ruitenberg |
372-380 |
On What Premises Do People Engage in Political Life? |
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Carl Anders Säfström |
381-383 |
Character Education and Citizenship Education: A Case of Cancerous Relationship |
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Dwight Boyd |
384-392 |
Unreasonable Views of Citizenship Education |
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Kevin McDonough |
393-396 |
“What Good Does All This Remembering Do, Anyway?” On Historical Consciousness and the Responsibility of Memory |
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Ann Chinnery |
397-405 |
On Living and Learning in Between the Past and the Future |
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Huey-li Li |
406-409 |
ISSN: 8756-6575