Editor: Robert Kunzman, Indiana University
Table of Contents
Introduction
Good Questions and the Public Conversation |
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Robert Kunzman |
xi-xii |
Presidential Essay
Patriotism Without Bad Faith |
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Eamonn Callan |
1-8 |
The Fragility of Patriotism |
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M. Victoria Costa |
9-12 |
Featured Essays
Here's to All the Cheaters |
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Charles Bingham, Alma Krilic |
15-23 |
On Cheating and Education: The Mistaken Identity of the Easily Discernible |
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Luise Prior McCarty |
24-27 |
The Empty Chair: Education in an Ethic of Hospitality |
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Claudia W. Ruitenberg |
28-36 |
Empty Chair, Empty Boat |
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Claudia Eppert |
37-39 |
Friends, Foes, and Nel Noddings on Liberal Education |
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Daniel R. DeNicola |
40-48 |
Renewing a Declining Tradition |
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Nel Noddings |
49-51 |
Essays
Critique of Critique: On Suspending Judgment and Making Judgment |
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Barbara Applebaum |
55-64 |
Suspending Judgment Altogether: Butler, Limit-Experience and Critical Education |
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Joris Vlieghe |
65-67 |
Multicultural Teacher Education: Developing a Hermeneutic Disposition |
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Adrienne Pickett, J.G. York |
68-77 |
Hermeneutics and Resistance: Multicultural Teacher Education Reconsidered |
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Mordechai Gordon |
78-60 |
On the Ethics of Teacher–Student Friendships |
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Amy Shuffelton |
81-89 |
Friends with Beneficence: Asymmetry and Teacher Identity |
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James Stillwaggon |
90-92 |
Is Democratic Mathematics Tracking Possible? Paul Ernest’s Differentiated Curriculum |
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Erin Wilding-Martin |
93-102 |
Good Reasons for Holding the Eighth-Grade “Algebra for All” Policy Is Not (Comparatively) Justifiable |
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Frederick S. Ellett, Jr. |
103-105 |
Perception, Context, and Silence: Reading John Dewey While Listening to John Cage |
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Peter J. Nelsen |
106-114 |
Participating in Silence |
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Nakia S. Pope |
115-117 |
Religious Education and the Floodgates of Impartiality |
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John Tillson |
118-123 |
Presumptions of Worth and Pedagogical Imperatives |
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Suzanne Rosenblith |
124-126 |
On History Education and the Moral Demands of Remembrance |
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Ann Chinnery |
127-135 |
The Role of Understanding in Meeting the Moral Demands of Remembrance |
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Emily Robertson |
136-138 |
Responsive Mentorship |
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Mary Jo Hinsdale |
139-147 |
Intellectual Conversation |
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Kathy Hytten |
148-151 |
“Uncivilizing” the Social Justice Classroom: Civility and Emotion in Critical Thinking |
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Sally J. Sayles-Hannon |
152-160 |
Employing Emotion to Improve Thinking and Alleviate Inequality |
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Sarah M. Stitzlein |
161-163 |
The Promise and Limits of Online Learning: Reexamining Authority in the Classroom |
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Paul Farber, Dini Metro-Roland |
164- 173 |
In Defense of Multiple Learning Spaces |
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Heather Greenhalgh-Spencer |
174-176 |
Standardized Quantitative Learning Assessments and High Stakes Testing: Throwing Learning Down the Assessment Drain |
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Matthew J. Hayden |
177-185 |
Interpreting Student Responses in High Stakes Standardized Quantitative Learning Assessment |
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Andrew J. Davis |
186-189 |
Dialogue and Its Discontents: The Cognitive and Hermeneutic Forms of Dialogue |
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Shilpi Sinha |
190-198 |
Reconsidering the Transformative Potential of Dialogue |
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Rebecca Taylor |
199-202 |
Pedagogy of “Midwifery” for Self-Knowledge: Meeting Confucius and Socrates |
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Rosa Hong Chen |
203-211 |
Self-Knowledge and Teaching in Confucius and Plato |
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Barry Bull |
212-214 |
The Equality of Difference: A Phenomenological Ontology for Disability and Education |
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Michael Surbaugh |
215-222 |
On the Commerce of Disability and the Advocacy of Philosophy for Educators |
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Glenn M. Hudak |
223-225 |
Two Versions of the Capability Approach and Their Respective Implications for Democratic Education |
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Tony DeCesare |
226-234 |
When to List, Who Should List, and How: The Capabilities Approach, Democratic Education, and Inclusion |
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Ashley Taylor |
235-237 |
Relational Self, Nel Noddings’s and Emmanuel Levinas’s Ethics, and Education |
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Guoping Zhao |
238-244 |
The Question of Ethical Citizenship |
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Natasha Levinson |
245-248 |
The Poetics of Learning: Whitehead and Agamben on Rhythm |
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Tyson E. Lewis |
249-256 |
Is Impotence the Answer? |
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Jane Blanken-Webb |
257-259 |
“For Credibility’s Sake Let’s Start with the Bad News”: A Pessimistic Pedagogy in the Age of Spectacle |
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Trent Davis |
260-267 |
An Optimistic Take on Pessimistic Pedagogy |
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David I. Waddington |
268-270 |
Addressing Students Responsively and Critically |
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Frank Margonis |
271-279 |
Doomed to Act: Why Postmodern Education May Be Impossible, Not Just (Im)possible |
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Alexander M. Sidorkin |
280-282 |
Reconsidering Dewey in a Culture of Consumerism: A Rousseauean Critique |
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Grace Roosevelt |
283-291 |
Rousseau, Consumerism, and Rearing the Twenty-First-Century Achilles |
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Avi I. Mintz |
292-294 |
Okay, Well How About Applied Liberal Education? Making a Case for the Humanities Through Medical Education |
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Christopher Martin |
295-304 |
Applied Liberal Education: Making the Case or Muddying the Waters? |
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Chris Hanks |
305-307 |
Integrity and Identity: Judgment and the Moral Self |
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John F. Covaleskie |
308-315 |
Integrity’s Identity |
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Suzanne Rice, Kevin Hinegardner |
316-318 |
When Philosophies Collide: Dewey and Oakeshott on Politics and Education |
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Francis Schrag |
319-327 |
Getting Beyond the Intellectual Comfort Zone |
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Eric Bredo |
328-330 |
Environmental Education, Wicked Problems, and Virtue |
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Matt Ferkany, Kyle Powys Whyte |
331-339 |
Stakeholders, Compromise, and the Ethically Wicked |
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Sean Blenkinsop |
340-342 |
Cultivating the Philosophical Imagination: Experiencing the Limits of Language with Wittgenstein, Foucault, and Habermas |
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Kristopher Holland, David Phelps |
343-353 |
Exploring the Limits of Participatory Simulations |
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Shelby Sheppard |
354-357 |
Transcendence, Revelation, and the Constructivist Classroom: Or, In Praise of Teaching |
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Gert Biesta |
358-365 |
Transcending “Transcendence”: From Freedom to Fidelity, from Adios to A Dios |
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Samuel D. Rocha |
366-368 |
Teaching and Translation |
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Chris Higgins, Nicholas C. Burbules |
369-376 |
Fusing and Defusing Horizons in Teaching and Translation |
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Harvey Shapiro |
377-380 |
Can Perfectionism Withstand the Acknowledgment of Slavery? |
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Jeff Frank |
381-387 |
A Postcolonial Pragmatist Response to Cavell’s Perfectionism |
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Deborah Seltzer-Kelly |
388-390 |
ISSN: 8756-6575