Editor: Chris Higgins, Teachers College, Columbia University
Table of Contents
Introduction
| Introduction |
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Chris Higgins |
ix-xii |
Presidential Essay
| Perfection and Equality: The Liberal Educator's Dilemma |
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Francis Schrag |
1-11 |
| Response: Making Distinctions: The Liberal Educator's Secret |
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Natasha Levinson |
12-14 |
Distinguished Invited Essay
| The Professoriate and the Truth |
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John Kekes |
17-28 |
| Response: The Professoriate and the Truth: Getting the Shoe on the Right Foot |
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Kenneth R. Howe |
29-33 |
Featured Essays
| Check Your Language! Political Correctness, Censorship, and Performativity in Education |
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Claudia Ruitenberg |
37-45 |
| Response: The Limits of Philosophy in an Epoch of Censure |
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Megan Boler |
46-50 |
| Race, Virtue, and Moral Education |
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Lawrence Blum |
51-59 |
| Response: The Virtues of Avoiding the Danger of Whitewashing |
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Dwight Boyd |
60-62 |
| Overcoming a Crucial Objection to State Support for Religious Schooling |
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Frances Kroeker |
63-71 |
| Response: Funding Religious Schools |
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Harry Brighouse |
72-75 |
Essays
| Martin Buber's "Education": Imitating God, the Developmental Relationalist |
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Sean Blenkinsop |
79-87 |
| Response: "Martin Buber" Meets Martin Buber |
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Alexander Sidorkin |
88-91 |
| Indoctrination Revisited: In Search of a New Source of Teachers' Moral Authority |
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Duck-Joo Kwak |
92-100 |
| Response: Indoctrination Reloaded: Authenticity and Moral Authority in Teaching |
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Daniel Vokey |
101-104 |
| Fifty Years of Equality? |
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Sarah M. McGough |
105-114 |
| Response: Assumptions at the Intersection of Philosophy and Policy |
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Heather Voke |
115-117 |
| Thinking of Civic Education in Korea: The Opposite Spillover Problem of Liberalism |
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Eunsook Hong |
118-126 |
| A Response to Eunsook Hong |
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Scott Johnston |
127-129 |
| Platonic Cosmology: A Terrestrial Pedagogy |
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Huey-li Li |
130-138 |
| Response: Choosing Our Cosmology for the Sacred Earth: Plato's Two Worlds Revisited |
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Heesoon Bai |
139-141 |
| Method's Web: Gadamer's Corrective and Educational Policy |
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Linda O'Neill |
142-149 |
| Response: Extending Gadamer's Corrective: No Child Left Behind and Hermeneutic Conversation |
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Deborah Kerdeman |
150-153 |
| Proletariat Labor or Praxis? Philosophy of Education in a Neo-Liberal Order |
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Emery J. Hyslop-Margison |
154-162 |
| The Disciplined Schooling of the Free Spirit: Educational Theory in Nietzsche's Middle Period |
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Avi Mintz |
163-170 |
| A Response to Avi Mintz |
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Leslie Sassone |
171-173 |
| On the Epistemic Grounds of Moral Discourse and Moral Education: An Examination of Jurgen Habermas's "Discourse Ethics" |
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Walter Okshevsky |
174-182 |
| Response: Discourse Ethics and Moral Education |
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Wendy Kohli |
183-185 |
| Can Democracy Work If It Relies on People Like Us? |
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John F. Covaleskie |
186-193 |
| Response: The Founders, Democracy, and the Paradox of Education in a Republic |
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Timothy L Simpson |
194-196 |
| Reconciling Feminist and Socio-political Grounds of Classroom Authority |
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Randall Curren |
197-204 |
| Response: Some Dilemmas of Teacher Authority |
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Nicholas C. Burbules |
205-208 |
| Theorizing Courage as Requisite for Moral Education |
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Justen Infinito |
209-218 |
| Response: Theorizing a Pedagogy of Ontological Courage: Be Not Afraid! |
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Kevin Gary |
219-222 |
| Rescuing Two Positivist "Babies" from the Educational Bathwater |
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Michael R. Matthews |
223-232 |
| The Pluralist Predicament |
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Suzanne Rosenblith |
233-241 |
| Response: Truth, Faith, and Tolerance |
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Jeffrey Ayala Milligan |
242-244 |
| Pragmatic Intersubjectivity, or, Just Using Teachers |
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Charles Bingham |
245-253 |
| Response: What's the Use of a Teacher? |
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Sharon Todd |
254-257 |
| Private Donations to Public Schools: Testing the Scope of Community |
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Ranjana Reddy |
258-266 |
| Response: Give and Take: Parental Donations, Schools, and Community |
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Carrie Winstanley |
267-270 |
| Educational Research and the Interests of the State: The Divisive Case of Generalizability |
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Bryan R. Warnick |
271-279 |
| Response: Habermas, Generalization, and State Interests in Scientific Educational Research |
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Clarence W. Joldersma |
280-283 |
| Searching for an Educational Response to Nihilism in Our Time: An Examination of Keiji Nishitani's Philosophy of Emptiness |
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Yoshiko Nakama |
284-292 |
| Response: Nihilistic Education and the Three P'angs |
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Ann Diller |
293-295 |
| Learning to Live Well: Re-exploring the Connections Between Philosophy and Education |
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Stephanie Mackler |
296-303 |
| Response: Soul Sickness and Salvation |
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Al Neiman |
304-307 |
| Certain Privilege: Rethinking White Agency |
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Cris Mayo |
308-316 |
| Response: Vigilant Uncertainty, Discomfort, and White Complicity: Who Are Your Students? |
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Barbara Applebaum |
317-320 |
| Is Liberal Education Illiberal? Political Liberalism and Liberal Education |
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Kenneth A. Strike |
321-329 |
| Response: Liberal Education through Thick and Thin |
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Ben Endres |
330-332 |
| Response: Is Liberalism Liberally Educative? |
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Rene V. Arcilla |
333-336 |
| Considering the Standpoints of Differently Situated Others: Teachers and Arrogant Perception |
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Maureen Ford |
337-345 |
| Response: Risking Wonder and World-Traveling |
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Hilary E. Davis |
346-349 |
| On Taking a Pragmatic Attitude Toward Truth |
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Chris Hanks |
350-358 |
| Response: Probing Pragmatism: Rorty, Reforms, and Responsibility |
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Jon A. Levisohn |
359-361 |
| Martin Luther King, Jr.'s "Ethic of Love": Virtues Common and Rare |
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Suzanne Rice |
362-369 |
| Response: Martin Luther King, Jr., Moral Contexts, and Moral Education |
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Kurt Stemhagen |
370-372 |
ISSN: 8756-6575