Editor: Michele S. Moses, University of Colorado Boulder
Table of Contents
Volume Editors 2014 |
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i |
Contents List 2014 |
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iii-viii |
Introduction
Ambitious Philosophy of Education: Non-ideal Theory, Justice, and Policy |
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Michele S. Moses |
xi-xiii |
Presidential Essay
The Dominant Conception of Educational Equality: Ideal and Ideology |
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Kenneth R. Howe |
1-14 |
Response: Education, Justice, Ideal Theory, and Non-ideal Theory |
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Harry Brighouse |
15-20 |
Response: How Dear the Gift of Laughter |
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Amy B. Shuffelton |
21-24 |
Distinguished Invited Essay
Designing Realistic Educational Utopias Using (Mainly) Non-ideal Theory |
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Alison M. Jaggar |
25-36 |
Response: It’s (Still) All in Our Heads: Non-ideal Theory as Grounded Reflective Equilibrium |
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Meira Levinson |
37-43 |
Featured Essays
Playing the Hand We’ve Been Dealt: On Constitutive Luck and Moral Education |
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Ann Chinnery |
45-53 |
Response: Beyond the Limits of Control: On Education, Moral Luck, and Responsibility |
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Tal Gilead |
54-56 |
An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces |
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Heather Greenhalgh-Spencer |
57-65 |
Response: Connection and Difference |
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Jessica Hochman |
66-69 |
The Imperatives of Feeling: Alain Locke’s Critical Pragmatism and Commitments to Antiracist Education |
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Peter J. Nelsen |
70-78 |
Response: Emotions and Coloniality: Doing Commitments as Decolonial Resistance |
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Troy A. Richardson |
79-81 |
Essays
May I Have Your Divided Attention: On the Emancipatory Potential of Educational Heterotopia and Heterochrony |
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Claudia W. Ruitenberg |
83-91 |
Response: Life After Utopia |
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Frank Margonis |
92-94 |
The Show of Childhood: Agamben and Cavell on Education and Transformation |
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Joris Vlieghe, Stefan Ramaekers |
95-103 |
Response: Criticism and Praise in the Terms of the Arcade |
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Paul Standish |
104-106 |
Knowledge and the Space of Reasons: The Ideas of John McDowell and Paul Hirst |
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Geoffrey Hinchliffe |
107-114 |
Response: Cultivating Second Nature: An Emerging Philosophy of Education |
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Michael G. Gunzenhauser |
115-118 |
Trust, Play, and Intersubjectivity |
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Mary Jo Hinsdale |
119-127 |
Response: Intersubjectivity Revisited |
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Denise Egéa |
128-131 |
Learning from Anger as an Outlaw Emotion: Moving Beyond the Limits of What One Can Hear |
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Barbara Applebaum |
132-140 |
Response: Being Heard but Not Listened To |
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Sally J. Sayles-Hannon |
141-144 |
Overcoming Neuroscience’s Lingering Dualism in Cognition and Learning via Emotion: Freedom, Phenomenology, and Affective Neuroscience |
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Clarence W. Joldersma |
145-153 |
Response: Are Emotions Cognition-Free Freedom-Makers? |
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Daniel Fisherman |
154-157 |
Does the Theory of Recollection Preclude Learning? A New Dimension to Platonic Nativism |
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Gabriel Keehn |
158-165 |
Response: From the Theory of Recollection to the Theory of Encountering: Bring Teaching and Learning Back to Education |
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Guoping Zhao |
166-168 |
Problem Solving as Theorizing: A New Model for School Mathematics |
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Holly Brewster |
169-177 |
Response: Problem Solving in School Math: Mathematicians’ Work, Rigor, and Social Justice |
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Kurt Stemhagen |
178-181 |
Personal Autonomy for the Survival of Community in Pluralist Liberal Democracies |
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James Bigari |
182-190 |
Response: An Alternative Approach to Justifying Education for Autonomy |
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Jarrod Hanson |
191-194 |
Teacher Layoffs in the Worst of Times: A Non-ideal Theory of Least-Unjust Teacher Firings in L.A. Unified School District |
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Victoria Theisen-Homer, Meira Levinson |
195-203 |
Response: Non-ideal Teacher Layoffs in an Unjust World |
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Trent Davis |
204-206 |
Reconsidering School Choice and Equal Educational Opportunity |
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Kristen Davidson |
207-215 |
Response: Dialogue When We Have No Reason to Listen: School Choice and Equal Educational Opportunity |
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Sigal Ben-Porath |
216-218 |
Dramatic Openings: A Role for Make-Believe in Open-Mindedness |
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Susan Verducci |
219-228 |
Response: Risks of Performance as a Method for Opening Minds in Social Justice Education |
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Jennifer Logue |
229-232 |
Affirmative Action, Diversity, and Racial Justice: Reflections from a Diverse, Non-elite University |
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Lawrence Blum |
233-242 |
Response: Affirmative Action and Diversity: Complex and More Necessary Than Ever |
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Lauren P. Saenz |
243-246 |
Non-ideal Autonomy: Dewey and Reframing Educational Authority |
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Terri S. Wilson, Matthew Ryg |
247-255 |
Response: Implications of Deweyan Non-ideal Autonomy on Education Practice and Policy |
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Sarah M. Stitzlein |
256-259 |
Exposing and Deposing the Nexus: School Shootings and the Sovereign Exception |
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Harvey Shapiro |
260-268 |
Response: Prisoners of Gun Power |
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Zelia Gregoriou |
269-271 |
Moral Formation as a Pedagogy of Welcome |
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John F. Covaleskie |
272-280 |
Response: Political Liberalism and Moral Education |
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Matt Ferkany |
281-284 |
Critical Thinking and Resilience: Some Possibilities of American Thought |
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Naoko Saito |
285-293 |
Response: The Morning After: Resilience and a Little Anger |
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Alexander M. Sidorkin |
294-296 |
Educational Justice and the Development of Autonomy and Intellectual Virtues |
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Rebecca M. Taylor |
297-305 |
Response: Thought, Action, and Moral Virtue: Who Needs Open-Mindedness? |
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Matthew J. Hayden |
306-309 |
On Ambiguity |
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Huey-li Li |
310-318 |
Response: Ambiguity and Liberalism Reconsidered |
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James M. Giarelli |
319-322 |
Parables for a Critical Race Theory of Morality |
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Katrina Dillon |
323-331 |
Response: Critical Race Theory and Morality: New Looks at Original Sins |
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Darrell D. Jackson |
332-334 |
Philosophical Critiques of Qualitative Research Methodology in Education: A Synthesis of Analytic-Pragmatist and Feminist-Poststructuralist Perspectives |
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Daniel C. Narey |
335-343 |
Response: Improving the Standard Approaches to Qualitative Education Research |
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Robert E. Floden |
344-347 |
The Wisdom of Clichés: Liberal Learning and the Burden of Originality |
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Kevin Gary |
348-356 |
Response: Clichés of Infinite Jest |
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Dini Metro-Roland |
357-360 |
The Moral Foundations of Objections to School Closure |
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Jacob Fay |
361-369 |
Response: School Closure and Justice |
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Francis Schrag |
370-372 |
Non-idealizing the Theory of Autonomy: Theodor W. Adorno’s Psychological and Political Critique of Immanuel Kant |
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Katariina Holma, Hanna-Maija Huhtala |
373-381 |
Response: Education Beyond Hegemony? |
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Kevin Murray |
382-384 |
Teaching as and for Activism: Challenges and Possibilities |
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Kathy Hytten |
385-394 |
Response: Clarifying a Conundrum in Activist Teaching |
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Deborah Kerdeman |
395-397 |
Of Care, Commerce, and Classrooms: Why Care in Education May Best Be Achieved through Markets |
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Kevin Currie-Knight |
398-405 |
Response: Viewing Caring Relations in Schools through a Macro Lens |
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Carrie Nolan |
406-408 |
Altruism, Non-relational Care, and Global Citizenship Education |
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Liz Jackson |
409-417 |
Response: Deeper Than Emotion and Reason: Moral Motivation and Education for Global Citizenship |
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David E. Meens |
418-421 |
Does State Secularism Require Teachers to Abstain from Wearing Religious Symbols at School? |
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Bruce Maxwell, Kevin McDonough, David I. Waddington |
422-430 |
Response: Justifying Limits on Teachers’ Freedom of Expression |
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Josh Corngold |
431-433 |
Rethinking Education: Heidegger’s Philosophy in the Service of Education |
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Doron Yosef-Hassidim |
434-442 |
Response: Death, Rust Cohle, and Education |
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Kip Kline |
443-445 |
Returning to Rawls: Race, Education, and Rectified Ideals |
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Winston C. Thompson |
446-454 |
Response: Extending Rawls to Address Questions about Education and Race |
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M. Victoria Costa |
455-457 |
ISSN: 8756-6575