Editor: Cris Mayo, University of Illinois at Urbana-Champaign
Table of Contents
| Volume Editors 2013 |
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i |
Introduction
| Only Connect: Collaborations and Interdisciplinarity in Philosophy of Education |
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Cris Mayo |
xi-xiii |
Presidential Essay
| “So Open It Hurts”: Enabling “Therefore, We Can …” in the Dangerous Secure World of Education |
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Barbara S. Stengel |
1-15 |
| Commercialism, Fear, and a “Tragic Sense of Life” |
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Deron Boyles |
16-19 |
| Difference, Power, and the Limits of Openness |
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Lisa Weems |
20-23 |
Distinguished Invited Essay
| A World Without Pretense? Honest and Dishonest Signaling in Social Life |
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Ruth Leys |
25-42 |
| The Need for a Biopolitics of Scientific Discourses on Emotion and Affect |
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Megan Boler |
43-51 |
Featured Essays
| The Politics of Unknowing and the Virtues of Ignorance: Toward a Pedagogy of Epistemic Vulnerability |
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Jennifer Logue |
53-62 |
| On Epistemic Vulnerability and Open-mindedness |
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Ann Chinnery |
63-66 |
| Teaching Controversy in Moral Education: A Critique of the Epistemic Criterion |
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Amato Nocera |
67-75 |
| Student Engagement and Controversial Issues in Schools |
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Dianne Gereluk |
76-80 |
| Witnessing Across Wounds: Toward a Relational Ethic of Healing |
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Mary Jo Hinsdale |
81-89 |
| A View from the Other Side: Being Witnessed |
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Kanako Ide |
90-93 |
Essays
| Perceived Questionability and the Phenomenology of Critical Disposition |
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Daniel Fisherman |
95-103 |
| The Perception of Questionability: Epistemic Warrant, Given Experience, or Conceptual Rationality? |
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Christopher Martin |
104-107 |
| Exceeding Thought: Standing on Tiptoe Between the Private and the Public |
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Naoko Saito |
108-116 |
| On the Gap Between Philosophy of Friendship and Political Philosophy |
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Krassimir Stojanov |
117-119 |
| Incarnate Reading: A Cerebralist, Cows, Cannibals and Back Again |
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Samuel D. Rocha |
120-128 |
| Writing, Teaching: Making an Offering |
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Eduardo M. Duarte |
129-132 |
| Education as Initiation Revisited: General Rituals and the Passage to Adulthood |
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Leonard Waks |
133-141 |
| Footnotes to R.S. Peters |
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Oluremi Ayodele-Bamisaiye |
142-145 |
| Physicians in Philosophy of Education: From Cameo Appearance to Leading Role |
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Claudia W. Ruitenberg |
146-154 |
| A New Situation: Philosophy of Education and Medical Education |
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Natasha Levinson |
155-158 |
| “To Give an Example Is a Complex Act”: Educational Intelligibility and Agamben’s Paradigm |
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Harvey Shapiro |
159-168 |
| To Make Agamben Intelligible Within Educational Thought |
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Carl Anders Säfström |
169-171 |
| Theorizing Teacher Dispositions from Kantian Perspectives on Practical Reason and Judgment |
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Darron Kelly |
172-180 |
| Are Kant and Habermas Useful for a Project of Character Development? |
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Guoping Zhao |
181-184 |
| Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy |
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Joris Vlieghe |
185-193 |
| Criticality Without Guarantees: Reading Critical Pedagogy Strongly Through Freire and Rancière |
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Awad Ibrahim |
194-196 |
| Open-Mindedness: An Epistemic Virtue Motivated by Love of Truth and Understanding |
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Rebecca M. Taylor |
197-205 |
| Open-Mindedness |
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Emily Robertson |
206-208 |
| Rethinking Climate Change and Intra- and Inter-generational Justice in the Global Age: A Deweyan Perspective |
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Huey-li Li |
209-218 |
| The Ecological Danger of Compromise |
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Sean Blenkinsop |
219-221 |
| Being on One’s Way: Place, Technology, and the Moral Commodification of Education |
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Paul Farber, Dini Metro-Roland |
222-231 |
| Being as One’s Way |
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David Lewin |
232-235 |
| Justice and American Indian Education: A Reconciliation Approach |
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John Hopkins |
236-245 |
| Reconciliation, Justice, and Indigenous Education |
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Kevin McDonough |
246-249 |
| Curriculum and the Conscience of Parents |
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Sarah Stitzlein |
250-258 |
| Clearing Conscience |
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Lauren Bialystok |
259-262 |
| Neuroscience, Education, and a Radical Embodiment Model of Mind and Cognition |
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Clarence W. Joldersma |
263-272 |
| How We Model Educational Embodiment: Practical Considerations and a Theoretical Proposal |
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Mark J. Keitges |
273-276 |
| Education, Faith, and Despair: Wrestling with Kierkegaard |
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Peter Roberts |
277-285 |
| Kierkegaard or Sisyphus? Education’s Meliorative Despair |
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Kip Kline |
286-288 |
| Beyond the Law: Released Time Policies and the Evangelical Movement in U.S. Public Schools |
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Suzanne Rosenblith, Benjamin Bindewald |
289-297 |
| Easing Concerns Over Religious Release Time Through Deliberative Civics Education |
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Jarrod Hanson |
298-301 |
| Idolaters, Iconoclasts, and Iconophiles: The Productive Ideal and Philosophy of Education |
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Alexander M. Sidorkin |
302-310 |
| Idolatry, Happiness, and the Pursuit of the Educational Ideal |
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Winston C. Thompson |
311-314 |
| What Technology Reveals: Countering Binaries and Moving Toward the In-Between |
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Heather Greenhalgh-Spencer |
315-323 |
| What Technology Reveals: Efficiency Mindsets and Dromocratic Culture |
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David I. Waddington |
324-327 |
| How Mothers Divide the Apple Pie: Maternal and Civic Thinking in the Age of Neoliberalism |
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Amy B. Shuffelton |
328-336 |
| Shuffelton’s Prolegomenon on Educating Mothers |
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Susan Laird |
337-340 |
| Studied Perception and a Phenomenology of Bodily Gesturality |
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Tyson E. Lewis |
341-349 |
| Sensuous Abstraction as Aesthetic Wonder: Reframing Lewis’s Analysis of Studied Perception |
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Laura DeSisto |
350-352 |
| They Don’t Not Want Babies: Globalizing Philosophy of Education and the Social Imaginary of International Development |
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Liz Jackson |
353-361 |
| “Missing the Adventure” in International Development |
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Pradeep A. Dhillon |
362-365 |
| Philosopher, Know Thyself: Metaphilosophical and Methodological Reflection in Philosophy of Education as Requisite for Successful Interdisciplinarity |
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David Meens |
366-375 |
| Methodological Reflection and New Creative Moments in Educational Philosophy |
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Gregory N. Bourassa |
376-378 |
| Contiguous Autism and Philosophical Advocacy: Socialization, Subjectification, and the Onus of Responsibility |
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Glenn M. Hudak |
379-387 |
| The Gap Between Identity and Subjectivity: Philosophical Advocacy and the Question of Education |
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Gert Biesta |
388-390 |
| Ignorance as a Resource for Social Justice Education? |
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Barbara Applebaum |
391-399 |
| Relations and Uncertainty |
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Cris Mayo |
400-402 |
| Brain Matters: An Argument for Neuropragmatism and Schooling |
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Deron Boyles |
403-411 |
| Forestalling the Mereological Fallacy |
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Jim Garrison |
412-415 |
| Economies of Childcare, Debates Over Matter, and the Discursive Illegitimacy of an Educational Philosophy of the Nursery: Re-reading Irigaray after Butler |
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Zelia Gregoriou |
416-424 |
| The Nursery and Biopolitics of Care |
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Denise Egéa-Kuehne |
425-426 |
| Boredom, Contemplation, and Liberation |
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Kevin Hood Gary |
427-435 |
| Deweyan Aesthetics for Connection, Continuity, and Liberation |
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Deborah Seltzer-Kelly |
436-438 |
| Michel Foucault on René Magritte: Embracing the Treason of What We Teach |
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Charles Bingham, Jason Careiro, Antew Dejene, Alma Krilic, Emily Sadowski |
439-448 |
| Embracing Materiality |
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Jane Blanken-Webb |
449-451 |
| On Equality versus Adequacy: Principles and Normative Frameworks |
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Kenneth Howe |
452-460 |
| Is Adequacy Adequate? |
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Michael S. Merry |
461-463 |
| Problems with Generalization in Education Research, Their Consequences, and Their Implications |
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Jeffrey Pocock |
464-472 |
| Generalization, Justification, and the Waywardness of Teaching |
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Trent Davis |
473-475 |
ISSN: 8756-6575