Editor: Natasha Levinson, Kent State University
Table of Contents
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iii-xiii |
Introduction
| Philosophy of Education and Philosophizing about Education in the Gap Between Past and Future |
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Natasha Levinson |
xi-xxi |
Presidential Essay
| The Importance of Understanding Discourse in Social Justice Education: The Truth and Nothing But the Truth? |
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Barbara Applebaum |
1-14 |
| The Role of Truth in Social Justice Education … and Elsewhere |
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Nicholas C. Burbules |
15-18 |
Distinguished Invited Essay
| What Would it Mean to Decolonize Pedagogy?: Enrique Dussel’s Pedagogics of Liberation |
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Linda Martin Alcoff |
19-31 |
| On Madness, Prophecy, and Outlaw Praxis: Thinking from Exile |
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Eduardo Duarte |
32-37 |
Featured Essays
| Polanyi and the Secular Age: The Promise of Broudy’s “Allusionary Store” |
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Jon M. Fennell |
38-46 |
| Broken Threads, Interpretive Frames, and Conceptions of the Educated Person |
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Chris Higgins |
47-50 |
| Remembering, Forgetting, and Learning Amidst a Time of Extraordinary Rendition: The Guantánamo Camp as a Museum of Forgetting |
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Mario Di Paolantonio |
51-59 |
| Exploring Strategies of Forgetting and Ignorance in Social Justice Education: Can We Forget What We Don’t Know? |
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Jennifer Logue |
60-63 |
| Reconsidering the “Ped” in Pedagogy: A Walking Education |
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LeAnn M. Holland |
64-73 |
| A Walking Education: Taking it Further |
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Heather Greenhalgh-Spencer |
74-76 |
Essays
| Being in the Gap Between Past and Future: Hannah Arendt and Torah Lishmah |
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Gad Marcus |
77-83 |
| When the Effect Validates the Cause: Studying as an End in Itself in Arendt and Torah Lishmah |
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Stephanie Mackler |
84-87 |
| Authoring Teacher Authority in the Lives of Children: The Case of M. Lazhar |
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Aparna Mishra Tarc |
88-96 |
| Authority on the Dark Continent of Childhood |
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Kip Kline |
97-99 |
| Prefacing as Educating: Building Educational Utopias and Barber’s Strong Democracy |
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Samantha Deane |
100-108 |
| Rediscovering the Educating Forest Through the Prefacing Trees: Drawing Lessons from Barber’s Strong Democracy |
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Tony DeCesare |
109-112 |
| Fulfilling the Rousseauian Fantasy: Video Games and Well-Regulated Freedom |
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Gideon Dishon |
113-121 |
| Video Games: Rousseauvian Dream or Skinnerian Nightmare? |
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David Waddington |
122-125 |
| Bring the State Back into Focus: Civic Society, the State, and Education |
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Quentin Wheeler-Bell |
126-134 |
| The State and Civil Society in Rejuvenating Public Schools |
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Sarah Stitzlein |
135-137 |
| Lost in Translation: Wittgenstein, Training, Education, and Abrichtung |
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Norm Friesen |
138-149 |
| I Am in Training: Wittgenstein on Language Acquisition |
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Megan Laverty |
150-153 |
| Null and Nuller? Laughing About Injustice, from Jon Stewart to John Oliver |
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Liz Jackson |
154-163 |
| Jokes That Bern: One, and That’s Not Funny |
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Cris Mayo |
164-166 |
| Towards Deep Liberation: A Gadamerian Correction to Critical Pedagogy |
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Seamus Mulryan |
176-175 |
| On Not Being Arrested as a Wizard |
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Charles Bingham |
176-178 |
| (Mis)Understanding the Student Experience |
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Amanda Fulford |
179-187 |
| Understanding Student Experience |
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Deborah Kerdeman |
188-191 |
| Green’s Predicting Thirty-Five Years On |
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Randall Curren |
192-200 |
| There’s More to Education Than Equality of Opportunity |
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Alexander Sidorkin |
201-203 |
| Dialectics of Education: Adorno on the Possibility of Bildung in Consumer Society |
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Douglas Yacek |
204-213 |
| Adorno, (Non-)Dialectical Thought, (Post-)Autonomy, and the Question of Bildung |
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Gregory N. Bourassa |
214-217 |
| Educational Transformation and the Force of Film: Viewing Michael Haneke’s The Seventh Continent |
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Stefan Ramaekers, Naomi Hodgson |
218-226 |
| Invitations to Island and Riverside, Not Continent: Gleams of Happiness for a Domephobic Family |
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Kanako Ide |
227-229 |
| Between the Teacher’s Past and the Student’s Future: A Psychoanalytic Interpretation of Pedagogical Presence |
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Trent Davis |
230-238 |
| Loosening Psychoanalysis and Being Present Towards an Unknown Future |
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Sean Blenkinsop |
239-241 |
| Discerning a Temporal Philosophy of Education: Understanding the Gap Between Past and Future Through Augustine, Heidegger, and Huebner |
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Yu-Ling Lee |
242-249 |
| Planning for Spontaneity or Preparing for Kairos in the Classroom |
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Kevin Gary |
250-252 |
| Surprise in the Fostering of Rationality |
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Kunimasa Sato |
253-261 |
| Surprise, Learning, and Schefflerian Rationality |
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Katariina Holma |
262-264 |
| The Concept of Authority and the Swedish Educational Crisis |
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Johan Dahlbeck, Peter Lilja |
265-273 |
| Crisis Management: Hannah Arendt and the Rehabilitation of Teacher Authority |
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Dini Metro-Roland |
274-277 |
| “One Day is a Whole World”: On the Role of the Present in Education Between Plan and Play |
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Oded Zipory |
278-286 |
| Time, Progress, and the Rise of Reason |
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Denise Egea |
287-290 |
| “My Momma Wouldn’t Give Me to the Count of Three”: A Sociological Response to Philosophical Critiques of the No-Excuses Approach to Schooling |
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Amy J. Shelton |
291-299 |
| Momma Said [Education’ll] Knock You Out |
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Kal Alston |
300-302 |
| The Philosophical and Educational Big Bang: An Aristophanic-Deweyan Archaeology |
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Stefano Oliverio |
303-311 |
| What Shall We Do with the Children? |
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Gert Biesta |
312-314 |
| The Intellectual Goals of Character Education |
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Ben Kotzee |
315-324 |
| The Conceptual and Practical Role of Intellectual Virtues in Moral Education |
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Rebecca Taylor |
325-327 |
| Tradition, Authority, and Education: Insights from Gadamer and Giussani |
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Brett Bertucio |
328-336 |
| Against a Disguised Defence of Religious Initiation |
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John Tillson |
337-340 |
| Philosophy For Policy Makers? A Critique and a Proposal |
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Francis Schrag |
341-349 |
| What is Policy to the Philosopher? |
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Winston C. Thompson |
350-352 |
| Pedagogy of Time and a Decolonial “Present” |
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Nassim Noroozi |
353-362 |
| “My man Friday”: Economizing Encirclement, the Other Phantasm, Derrida’s Debt |
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Zelia Gregoriou |
363-366 |
| Even Philosophers of Education Get the Blues: A “Relevancy Dilemma” in the Gap Between Past and Future |
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David E. Meens |
367-376 |
| Philosophers Are the Only Academics Who Get the Blues (or Need to) |
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Kurt Stemhagen |
377-379 |
| Tolerance Meets the Intolerable: Bounded Tolerance and a Pedagogy of Welcome |
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John Covaleskie |
380-388 |
| Actions, Consequences, and Community Boundaries |
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Ann Chinnery |
389-392 |
| Receiving Students and Patients: Professional Education and the Double Challenge of Hospitality |
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Claudia W. Ruitenberg |
393-401 |
| Is Professional Education a “Double Challenge?” |
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Christopher Martin |
402-405 |
| The Use and Abuse of the History of Educational Philosophy |
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Avi I. Mintz |
406-413 |
| Beyond Saints and Canons |
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Eric Bredo |
414-416 |
| The Janus Face of Autism: As the “Between” in Arendt’s Conception of Thinking |
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Glenn M. Hudak |
417-425 |
| Thinking about Autism and Education |
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Kevin McDonough |
426-428 |
| Time, Thinking, and the Experience of Philosophy in School |
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Walter Omar Kohan |
429-436 |
| Time and Sensibility: Beyond Thinking as Cognition |
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Guoping Zhao |
437-439 |
| Thinking in the Gap: Hannah Arendt and the Prospects for a Postsecular Philosophy of Education |
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David J. Wolken |
440-449 |
| Deliberative Religiosity: Practicing a Postsecular Philosophy of Education |
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David Lewin |
450-452 |
| Political Theology and Teacher Authority: A Trinitarian Alternative? |
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Samuel D. Rocha |
453-460 |
| Public Thinking in the Gap Between Past and Future: Fieldwork as Philosophy |
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Rachel Wahl |
461-469 |
| Philosophy of Education: What’s It Good For? |
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Paula McAvoy |
470-472 |
| Putting the World in Peril: A Deweyan Aesthetic of Crisis in Social Justice Education |
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Peter J. Nelsen |
473-480 |
| From Aesthetic Crisis to Consummation in Social Justice Education |
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Jane Blanken-Webb |
481-483 |
| Remembering Otherwise: History and Citizenship Education of Shared Fates |
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Sarah J. DesRoches |
484-492 |
| Bridging Unjust Divides: Revisiting Education for Shared Fate Citizenship |
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Sigal Ben-Porath |
493-495 |
ISSN: 8756-6575