Editor: Eduardo Duarte, Hofstra University
Table of Contents
| Volume Editors 2015 |
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i |
Introduction
| Philosophy, Soul Music, and the Learning Community Blues: Making Philosophy of Education in Memphis, TN |
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Eduardo Duarte |
iii-x |
Presidential Essay
| Opting Out of Neocolonial Relationality |
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Frank Margonis |
1-13 |
| Response: Changing Systems or Relationships? Responding to Neocolonial Violence |
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Kathy Hytten |
14-16 |
| Response: On Responsibility and Phenomenological Methodology: Carving Critical Principles Out of Neocolonial Relations |
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Troy Richardson |
17-21 |
Distinguished Invited Essay
| Philosophy, Education, and After-the-Lynching Blues |
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Bill E. Lawson |
22-41 |
| Response: Requiring of Us a Song: Longing, Hard Listening, and the Blues |
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Audrey Thomspon |
42-45 |
Featured Essays
| Teacher Formation and the Epistemic Suppression of Borinquen |
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Ariana Stokas-Gonzalez |
46-54 |
| Response: Native Elites and Nationalism: Reflections on I/indigenous Epistemologies and Decolonization |
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Troy Richardson |
55-57 |
| Lines of Tension, Rays of Light: An Autotheography |
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Samuel D. Rocha |
58-66 |
| Response: In Praise of the Secular |
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Natasha Levinson |
67-70 |
| The Rhythm and Blues of Indebted Life: Notes on Schools and the Formation of the Indebted Man |
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Jason Wozniak |
71-80 |
| Response: Forever in Your Debt |
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Alexander M. Sidorkin |
81-83 |
Essays
| Blues and the Pedagogical Subject |
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Andrew Scheiber |
84-92 |
| Response: The Pedagogical Subject and Liberal Learning |
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Jane Blanken-Webb |
93-95 |
| When Nothing Happens: Autos, Autism, and “Disabled” Technology |
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Glenn M. Hudak |
96-104 |
| Response: On Purposes and Intentions: Doing the Work of Challenging Ableism in Education |
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Ashley Taylor |
105-108 |
| The Metaphysical Blues and the Juke Joint of Ideas |
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David L. Mosley |
109-111 |
| Response: Singing the Blues: Disorderly Mutic Repetitions in the Juke Joint of Ideas |
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Kirsten Locke |
112-114 |
| On Teaching Books, “Restricting Speech,” and the Promise of Education |
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Mordechai Gordon |
115-122 |
| Response: The Dead End is a Starting Point: Teaching, Meaning-Making, and the Freedom to Experience |
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Emily Sadowski |
123-126 |
| Demoralization and Teaching: Lessons from the Blues |
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Jeff Frank |
127-134 |
| Response: “Something Funny” about Conserving Humanity and Teaching: Lessons from the Blues |
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Doris A. Santoro |
135-138 |
| Learning to Teach: Developing Practical Wisdom with Reflective Teacher Narratives |
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Cara Furman |
139-148 |
| Response: Reading and Reflection: Educators in Dialogue with Reflective Teacher Narratives |
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Jessica Hochman |
149-151 |
| Education as Pharmakon: Plato and Derrida’s Dialectic on Learning |
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Patrick McCarthy-Nielsen |
152-158 |
| Response: Writing and Pedagogy in Plato’s Phaedrus |
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Avi I. Mintz |
159-161 |
| Imagining Ourselves in the Future: Toward an Existential Ethics for Teachers in the Accountability Era |
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Kip Kline, Kathleen Knight-Abowitz |
162-170 |
| Response: A Few Relevant Ambiguities |
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John Fantuzzo |
171-174 |
| Shared Learning and The Ignorant Schoolmaster |
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Samir Haddad |
175-182 |
| Response: On the Logic of Learning and Relationality |
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Charles Bingham |
183-186 |
| Dewey and Coltrane: A Study on Rhythm and Growth |
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Jared Kemling |
187-194 |
| Response: Education and Rhythm: A Short Refrain |
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Deborah Kerdeman |
195-197 |
| Angry People at an Empathy Conference |
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Audrey Thompson |
198-206 |
| Response: Is There a Bartender in the House? |
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Amy Shuffelton |
207-210 |
| Søren Kierkegaard’s Despair and Maya Angelou’s Blues: Pedagogy of Suffering |
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Kevin Gary |
211-219 |
| Response: “Onstage They Ain’t Got No Roots Rock Rebel”: Kierkegaardian Despair and the Aesthetics of Black Suffering |
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James Stillwaggon |
220-223 |
| Making Disability (Matter) in Philosophy of Education |
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Ashley Taylor |
224-232 |
| Response: Aspirational Epistemological Flexibility: Some Movement Against Purity |
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Cris Mayo |
233-235 |
| Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in STEM |
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Mary Jo Hinsdale |
236-244 |
| Response: Foucault, Biopower, and a Postcolonial Ethics of Mentoring in STEM Research |
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Shaireen Rasheed |
245-248 |
| A Human Education? |
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René V. Arcilla |
249-257 |
| Response: You Are Not the Writer I Imagined |
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Claudia Ruitenberg |
258-260 |
| The Air Conditions of Philosophy of Education: Toward a Microsphereology of the Classroom Derek R. |
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Derek R. Ford |
261-268 |
| Response: A Systems View of Classrooms |
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Craig A. Cunningham |
269-272 |
| Counteracting Epistemic Totality and Weakening Mental Rigidities: The Antitotalitarian Nature of Wonderment |
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Nassim Noroozi |
273-283 |
| Response: The Difficulties and Paradoxes of Interrupting Colonial Totalitarian Logicalities |
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Vanessa Andreotti |
284-288 |
| Mousike and Bluegrass |
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Julie Meadows |
289-297 |
| Response: Response to “Mousike and Bluegrass” |
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Rodino Anderson |
298-300 |
| Knowing in Feeling |
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Paul Standish |
301-307 |
| Response: Tuning In: Educating, Making Music, and Knowing in Feeling |
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Michael Billingsley, James Giarelli, Mark Skaba |
308-311 |
| Technology, Attention, and Education |
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David Lewin |
312-320 |
| Response: Online Education, God, and the Stance of the Nonbeliever |
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Heather Greenhalgh-Spencer |
321-324 |
| Heidegger and the Nature of Social Learning |
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Dan Fisherman |
325-333 |
| Response: An Authenticity Economy and the They in Education and in Philosophy of Education |
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Doron Yosef-Hassidim |
334-337 |
| The End of the University? |
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Michael Schapira |
338-346 |
| Response: Moving Beyond the Ideal/Nonideal Debate: A Call for Critical Reconstructive Philosophy |
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Quentin Wheeler-Bell |
347-350 |
| An Element-ary Education |
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LeAnn M. Holland |
351-359 |
| Response: Discomfort in the Elements, Discomfort in Schools: An Anthropocentric Response to an Anthropocentric Argument |
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Bradley Rowe |
360-362 |
| “Absolute Modernity” or “the Fragments and the Ruins” of Culture: The School in the Time of the Detraditionalization |
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Stefano Oliverio |
363-371 |
| Response: The Pedagogy of Cultural Despair |
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Robbie McClintock |
372-376 |
| Theorizing Gifts and Gifting in Education Outside of Schooling |
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Cecilia Diego |
377-384 |
| Response: The (Im)possible Gift of Education |
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Denise Egéa |
385-387 |
| Pedagogy of Perplexity: Reimagining the Role of the Poetic in Education |
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Rachel Longa |
388-395 |
| Response: Rediscovering the Poetic in Education |
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James Owen |
396-399 |
| The Arrhythmic Blues: The Rhythm of Learning and How Humanity’s Natural Propensity for Arrhythmia May Doom Civilization |
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Eli Kramer |
400-407 |
| Response: The Blues’ Ontology of Improvisation |
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Reagan P. Mitchell |
408-411 |
| Indeterminateness and “Going Beyond”: Education, Dewey, and the Blues |
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Vasco d'Agnese |
412-419 |
| Response: Habits of Improvisation: Towards a Freedom to Intelligently and Artfully Engage in an Uncertain World |
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Carmen James |
420-423 |
| Philosophical Considerations on Teacher Presence |
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Cristina Cammarano |
424-431 |
| Response: Teacher Presence: Extreme Dissonance and Subtle Tuning |
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Sean Blenkinsop |
432-435 |
| Gifts from a Foreign Land: Lost in Translation and the Understanding of Other Cultures |
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Naoko Saito |
436-444 |
| Response: Education as Finding the Other in Self |
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Liz Jackson |
445-447 |
| Needing Not to Know: Ignorance, Innocence, Denials, and Discourse |
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Barbara Applebaum |
448-456 |
| Response: Epistemologies of Resistance: Pluralism and Communities of Epistemic Criticism |
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Jeff Edmonds, José Medina |
457-460 |
| Affect, Trust, and Dignity: Ontological Possibilities and Material Consequences for a Philosophy of Educational Resonance |
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Walter Gershon |
461-469 |
| Response: Good Vibrations? An Educational Critique |
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Gert Biesta |
470-473 |
| The Drama of the Leap: Kaspar Hauser Exits the Cave |
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SunInn Yun |
474-482 |
| Response: In Dangerous Waters: On Language, Freedom, and Education |
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Joris Vlieghe |
483-485 |
| The Passion of (Not) Teaching: An Agambenian Meditation on the Value of Philosophy with Children |
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Igor Jasinksi |
486-493 |
| Response: Pauses for Questions: Why Adopt the Agambenian Characterization of Philosophy for Children? |
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David I. Backer |
494-496 |
| Opening Minds Through Improvisation |
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Susan Verducci |
497-505 |
| Response: Open-Mindedness, Improvisation, and the Interplay Between Reason and Emotion |
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Katariina Holma |
506-508 |
| Paideia as Metanoia: Transformative Insights from the Monastic Tradition |
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Brett M. Bertucio |
509-517 |
| Response: Metanoia and the Erotic Catharsis of the Human Soul: The Full-SOUL Orgasm at the True, Deep “Common Core” of True, Deep Democratic Education |
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Bruce Novak |
518-521 |
| Restructuring Intellectual Authority: Affective Democratic Friction |
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Sally J. Sayles-Hannon |
522-531 |
| Response: Affective Democratic Friction: Promise and Predicament |
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Huey Li |
532-534 |
| “Immanence: A Life…”: An Educational Formula? |
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Florelle D'Hoest, Tyson Lewis |
535-543 |
ISSN: 8756-6575