Volume 77, Issue 1

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

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

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Response to Nikolaidis

Purism About Educational Justice - Ben Kotzee

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

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Response to Taylor and McDonough

Reconceiving Epistemic Agency for Educational Inclusion - Jaime Ahlberg

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

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Response to Ervin, Beisecker, and Özel

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

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

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Response to Gordon

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

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

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Response to Hudak

Crisis as Possibility: Two Potential Paths Forward - John Torrey

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

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Response to Yosef-Hassidim

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

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

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Response to Wenneborg

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

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

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Response to Brust

Liberal Education and the Learner’s Benefit - Christopher Martin

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

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Response to Alston

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