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Volume 77, Issue 1


Looking Inward: Justice, Democracy, and Education – Winston Thompson

What Is the Meaning of Educational Injustice? A Case for Reconceptualizing a Heterogeneous Concept – A. C. Nikolaidis

Response to Nikolaidis

Purism About Educational Justice - Ben Kotzee

Safeguarding the Epistemic Agency of Intellectually Disabled Learners - Ashley Taylor and Kevin McDonough

Response to Taylor and McDonough

Reconceiving Epistemic Agency for Educational Inclusion - Jaime Ahlberg

The St. Louis Hegelians and the Institutionalization of Democratic Education - Joe Ervin, David Beisecker, and Jasmin Özel

Response to Ervin, Beisecker, and Özel

The Relationship of William Torrey Harris and John Dewey - James Scott Johnston

 Critical Democratic Discourses, Post-Truth and Philosophy of Education - Mordechai Gordon

Response to Gordon

Epistemic and Political Goals for Education in a Troubled World - Claudia W. Ruitenberg

The Exhaustion of Education and Its Educators: A Phenomenological Inquiry into Ontology, Anti-Black Racism & the “Perversity” of Philosophic Creation - Glenn M. Hudak

Response to Hudak

Crisis as Possibility: Two Potential Paths Forward - John Torrey


The Demise of Education: Pseudo-Education Discourses and Giving Up of Education - Doron Yosef-Hassidim

Response to Yosef-Hassidim

Between Ideology and Ideals: Responding to Pseudo-education - Deborah Kerdeman

Making Sense of Pluralism: A Neo-Calvinist Approach - Emily G. Wenneborg

Response to Wenneborg

Pluralism’s Surprises: Limits and Possibilities of Neo-Calvinism in Education - David J. Blacker

Reimagining “Learning for Its Own Sake” in Liberal Education - Caitlin Brust

Response to Brust

Liberal Education and the Learner’s Benefit - Christopher Martin

Reflecting Philosophy of Education: Will I Ever Be an “Appropriate Subject of Philosophy”? - Kal Alston

Response to Alston

A Womanist Measure for the Measurer: Philosophy Embodied in Black and Woman - Sheron Fraser-Burgess

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