Table of Contents 

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On Being and Becoming – Heather Greenhalgh-Spencer

 

On the Allure of Bridges vs. Diving for Pearls: A Phenomenological Inquiry into Autism and Ontological Inclusion – Glenn M. Hudak

 

Response to Hudak

Knocking Out Bricks: Crip Foundations for Building Aesthetic Inclusion - Adam J. Greteman

 

 

Self-Forgiveness, Shame, and Moral Development – Mordechai Gordon

 

Response to Gordon

For Shame: The Social Pre-Requisite Conditions of Self-Forgiveness – Kathleen Knight Abowitz

 

 

Knowledge, Moment, and Acceptability: How to Decide Public Educational Aims and Curricula – John Tillson

 

Response to Tilson

Pragmatic Perfectionism – Alexander M. Sidorkin

 

 

The Touch of the Present: Educational Encounters and Processes of Becoming - Sharon Todd

 

Response to Todd

A Touch in the Present: Reactions and Rhizomes - Heather Greenhalgh-Spencer

 

 

Toward a Phenomenology of the Mistake: A Reading of Plato’s Meno - Itamar Manoff

 

Response to Manoff

For Philosophy, Mistakes are Enough - Darryl M. De Marzio

 

 

Why Does Socrates Shame Thrasymachus? - Mason Marshall

        

Response to Marshall

Should Socrates Shame Thrasymachus? The Gap Between What a Teacher Intends and What a Student Learns - Michael S. Katz

 

 

Footnotes to Dewey: Everyone Learns - Kelvin S. Beckett

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Response to Beckett

Learning and Becoming with Dewey, Peters and Freire: A Response to Beckett - David E. Meens

 

 

Reciprocity, Exchange, and Indebtedness in Noddings's Concept of Care. - Jessica Lussier

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Response to Lussier

Ontological Tensions in the Ethics of Pedagogical Relations of Care - Mel Kutner

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Education as the Hidden and Incomplete Resistance - Steven Zhao

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Response to Zhao

Education as Spectacular Sacrifice: A Response to Steven Zhao – Daniel P Gibboney, Jr.

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