Editor: Claudia W. Ruitenberg, University of British Columbia
Table of Contents
Introduction
Philosophy and Lived Experience: A Phenomenological Revival? |
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Claudia W. Ruitenberg |
xi-xiv |
Presidential Essay
No Education Without Hesitation: Exploring the Limits of Educational Relations |
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Gert Biesta |
1-13 |
On the Path of Hesitation |
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Frank Margonis |
14-17 |
On “What Happens Between Us” and the Experience of Being Addressed |
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Ann Chinnery |
18-21 |
Distinguished Invited Essay
Teaching the Event: Deconstruction, Hauntology, and the Scene of Pedagogy |
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John D. Caputo |
23-34 |
The Excess of Teaching: On the Decency of the Supplement and the Indecency of the Event |
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Claudia W. Ruitenberg |
35-38 |
Childhood as an Event: The Charm of a Spectral Past |
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Megan J. Laverty |
39-42 |
How Can You Teach Me if You Don't Know Me? Embedded Racism and White Opacity |
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George Yancy |
43-54 |
Stay! Refusing Forms of Evasion |
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Barbara Applebaum |
55-59 |
And We Are Not Saved |
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Kal Alston |
60-62 |
Featured Essays
Erotic Study: Fortune, Baby-Talk, and Jazz |
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Samuel Rocha |
63-71 |
Erotic Study and the Difficulties of Desire in Education |
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Jennifer Logue |
72-75 |
Modern Art, Cynicism, and the Ethics of Teaching |
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Darryl M. De Marzio |
76-83 |
True to Life |
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René V. Arcilla |
84-86 |
On the Theoretical Implications of Approaching Arts Education as an Investment |
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Tal Gilead |
87-95 |
Investment and the Divested Métier of Arts Education |
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John Baldacchino |
96-99 |
Essays
A Case for Study: Agamben’s Critique of Scheffler’s Theory of Potentiality |
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Tyson Edward Lewis |
101-109 |
On the Experience of School Study |
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Jan Masschelein |
110-112 |
Addressing Ableism in Schooling and Society? The Capabilities Approach and Students with Disabilities |
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Ashley Taylor |
113-121 |
The Disabling Ontology of Ableism |
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Michael Surbaugh |
122-124 |
W.G. Sebald and the Tasks of Ethical and Moral Remembrance |
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David T. Hansen |
125-133 |
Walter Benjamin’s Angel of History and the Work of Ethical Remembrance in W.G. Sebald |
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Clarence W. Joldersma |
134-137 |
Kantian Moral Character Coming Off the Ropes: Is the Kingdom of Ends a Sound Principle of Moral Education? Moral Education in the Kantian Tradition |
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Christopher Martin |
138-146 |
Kant’s Conception of Duty: An Expanded View |
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Gregory Bynum |
147-149 |
The Politics and Philosophy of “Serving America”: An Exploration of the Conceptual Basis of Federal Service-Learning and Civic Engagement Initiatives |
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David E. Meens |
150-159 |
Investing in Civic and Political Pluralism |
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Paula McAvoy |
160-162 |
Mind, Education, and Active Content |
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Daniel Fisherman |
163-171 |
“Minding” the Gap |
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Shelby Sheppard |
172-175 |
The Word Ongoing: Franz Kafka, Walter Benjamin, and the Spirit of Perpetual Being |
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Josephe Cunningham |
176-183 |
Comprehension, Morality, and the Demands of Incompleteness |
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Trent Davis |
184-186 |
Whatever Happened to Dewey and James? Discourse, Power, and Subjectivity in the Age of Standardization |
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Matthew T. Lewis |
187-195 |
What Kind of Inquiry Today? |
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Eric Bredo |
196-198 |
Can the Taught Book Speak? |
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Charles Bingham, Antew Dejene, Alma Krilic, Emily Sadowski |
199-206 |
What Is It to Teach a Book? |
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Paul Standish |
207-209 |
Food, Habit, and the Consumption of Animals as Educational Encounter |
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Bradley D. Rowe |
210-218 |
Encounters with Animals: Production, Consumption, and Education |
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Lynn Fendler |
219-221 |
Emotivism and the Preparation of Educational Leaders |
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Joseph Watras |
222-230 |
Educational Administration as (Public) Practice? |
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Kathleen Knight Abowitz |
231-234 |
Loving the Zombie: Arendtian Natality in a Time of Loneliness |
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Peter Nelsen |
235-242 |
Caritas and Conscience |
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Natasha Levinson |
243-245 |
Rethinking Bodies in the Traditional Classroom |
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Heather Greenhalgh-Spencer |
246-253 |
Mediated Bodies and Learning Space |
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Lisa Weems |
254-257 |
Researching to Transgress: The Epistemic Virtue of Research With |
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A. Wendy Nastasi |
258-265 |
What if Nobody’s Listening? |
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Kathy Hytten |
266-268 |
Temple or Forum? On New Museology and Education for Social Change |
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Ann Chinnery |
269-276 |
Being Affected by Art: A Gadamerian Perspective |
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Deborah Kerdeman |
277-280 |
Conversation Without Convergence: Becoming Political in Uncommon Schools |
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Naoko Saito |
281-289 |
Conversation and the “Best Possible Point of Encounter”: Cavell’s Emersonian Perfectionism and Dewey’s Cultivated Naïveté |
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David A. Granger |
290-293 |
Challenging Students’ Religiously Informed Truth Claims: Epistemological and Ethical Considerations for Discourse in Pluralistic Classrooms |
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Suzanne Rosenblith, Benjamin Bindewald |
294-302 |
A Transformative Pedagogy for Classrooms with Pluralistic Worldviews |
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Siebren Miedema |
303-305 |
Democracy, Capitalism, and Education: Reconsidering Dewey’s Failure to Address Economic Life |
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Kurt Stemhagen, Nakio S. Pope |
306-314 |
Dewey and Capitalism: Not a Love Story |
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Emery James Hyslop-Margison |
315-317 |
Setting Schools Free? Reflections on the Freedom of Autonomous Schools |
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Louise Bamfield |
318-326 |
Finding a Balance: Local Autonomy and State Involvement in Alternative Provisions of Educational Choice |
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Dianne Gereluk |
327-330 |
Fair Is Fair: Outcome Assessment, Constitutive Luck, and Teacher Evaluation |
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Matthew Hayden |
331-339 |
Formative and Punitive Assessment |
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Randall Curren |
340-342 |
Revisiting Deconstructive Pedagogy: Testifying to Iterability, “At Once, Aussi Sec” |
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Harvey Shapiro |
343-351 |
Education as Iteration: More Than an Echo |
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Denise Egéa-Kuehne |
352-354 |
An Autonomist Rethinking of Resistance Theory and Pedagogical Temporality |
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Gregory N. Bourassa |
355-363 |
Resisting Resistance Theory: “Strong Poetry,” Inversion, and Autonomy in Gregory N. Bourassa |
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Awad Ibrahim |
364-366 |
Promoting Dialogue on Teacher Professionalism: Opening Possibilities Through Gadamer’s Aesthetic Judgment and Play Metaphor |
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Jeannie Kerr |
367-375 |
Practical Knowledge and the Fiction of Professionalism |
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Chris Higgins |
376-379 |
On Whose Authority? Issues of Epistemic Authority and Injustice in the Social Justice Classroom |
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Sally J. Sayles-Hannon |
380-388 |
Imagining Epistemic Justice |
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Barbara S. Stengel |
389-392 |
Why a Story at All? A Use for Fiction in Determining How to Live |
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Cara Furman |
393-401 |
Experimenting with Fiction |
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Susan Verducci |
402-404 |
Reimagining Arts-Centered Inquiry in Schools as Pragmatic Instrumentalism |
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Leann F. Logsdon, Deron R. Boyles |
405-413 |
Arguing for the Arts |
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James M. Giarelli |
414-417 |
Intelligence for More than One: Reading Dewey as Radical Democrat |
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Carl Anders Säfström |
418-426 |
Intelligence and the Unexpected: Considering Dewey’s Tragic Sense |
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Andrea English |
427-429 |
The Eclipse of Civic Virtue: Recalling the Place of Public Education |
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Dini Metro-Roland, Paul Farber |
430-438 |
The Institution and the Virtue |
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Alexander M. Sidorkin |
439-441 |
ISSN: 8756-6575