Volume 52 - 1996
INTRODUCTION
Introduction: Philosophical Pluralism: The Promise of Fragmentation - Frank Margonis
PRESIDENTIAL ESSAY
Beyond Moral Stories - Betty A. Sichel
Response: Moral Stories: How Much Can We Learn from Them and Is It Enough? - Michael S. Katz
FEATURED ESSAYS
When You Know It, and I Know It, What Is It We Know? Pragmatic Realism and the Epistemologically Absolute - Christine McCarthy
Response: Really Living in Space-time - Craig A. Cunningham
Theoretical and Practical Reasoning: An Intractable Dualism? - James E. McClellan, Jr.
Response: The Freedom of the Playpen - C.J.B. Macmillan
Voluntary Segregation: Gender and Race as Legitimate Grounds for Differential Treatment and Freedom of Association - Stacy Smith
Response: The Complex Ethics of Separate Schools - Kevin McDonough
ESSAYS
Rationality and Redemption: Ideology, Indoctrination, and Learning Communities - H.A. Alexander
Response: Can Reasons for Rationality Be Redeemed? - Harvey Siegel
"But That Is Not What I Mean": Criticizing With Care and Respect - Barbara Applebaum
Response: Criticizing With Care and With Respect For What We Are All Up Against - Ann Diller
Education, Not Initiation - Gert Biesta
Response: Narrowing the Gap Between Difference and Identity - Frank Pignatelli
Sophistry, Dialectic, and Teacher Education: A Reinterpretation of Plato's Meno - Deron R. Boyles
Response: Sophistry and Wisdom in Plato's Meno - Terry Hall
Deconstructing "Difference" and the Difference This Makes to Education - Nicholas C. Burbules
Response: Humpty Dumpty: An Ovular Model of Resistance to Modernist Recidivism - Kathryn Pauly Morgan
Varieties of Incontinence: Towards an Aristotelian Approach to Moral Weakness in Moral Education - David Carr
Response: Akrasia: Irremediable but not Unapproachable - Victor L. Worsfold
Of Fractious Traditions and Family Resemblances in Philosophy of Education - Pradeep A. Dhillon
Response: Epistemological Reversals Between Chisholm and Lyotard - Michael G. Gunzenhauser
Neutrality in Education and Derrida's Call for "Double Duty" - Denise Egea-Kuehne
Response: The Double-Bind of "Double Duty" - Hilary E. Davis
Habermas and Critical Thinking - Ben Endres
Response: Decentering and Reasoning - Mark Weinstein
The Goals of Multicultural Education: A Critical Re-evaluation - Walter Feinberg
Response: Multiculturalism and a Politics of Persistence - Barbara Houston
Response: Taylor, Equality, and the Metaphysics of Persons - Kenneth A. Strike
Reading Phaedrus Like a Girl: Misfires and Rhizomes in Reading Performances - Zelia Gregoriou
Response: Concerning Zelia Gregoriou's "Reading Phaedrus Like a Girl" - Greg Whitlock
The Moral Presuppositions of Multicultural Education - Robert D. Heslep
Response: Tolerance and Intolerance: Gricean Intention and Doing Right by our Students - Paul A. Wagner
Justifying Music in General Education: Belief in Search of Reason - Estelle R. Jorgensen
Response: Can the Justification of Music Education be Justified? - Iris M. Yob
Beginning Again: Teaching, Natality and Social Transformation - Natasha Levinson
Response: Teaching In/For the Enunciative Present - Wendy Kohli
On the Nature of Environment Education: Anthropocentrism versus Non-Anthropocentrism: The Irrevelant Debate - Huey-li Li
Response: The Relevance of the Anthropocentric-Ecocentric Debate - Dale T. Snauwaert
Education in the Mode of Information: Some Philosophical Considerations - James D. Marshall
Response: Pixels, Decenteredness, Marketization, Totalism, and Ingmar Bergman's Cry For Help - Richard Brosio
Performance Anxiety: Sexuality and School Controversy - Cris Mayo
Response: Opening the Closet Door: Sexualities Education and "Active Ignorance" - Maureen Ford
Reconceiving the Foundations of Education: An Ecological Model - Paul Morgan
Response: Counter the Dangers of Education - Xiaodan Huang
Physical and Cultural Dimensions of Movement Related to Horizon - Jana Noel
Response: The Glass Bead Game - Alexander Sidorkin
Teacher Beliefs and Student Learning - Robert E. Orton
Response: Can Hypocrites Be Good Teachers? - Bruce B. Suttle
Democracy, Education and the Critical Citizen - Tapio Puolimatka
Response: Democracy and the Foundations of Morality - Randall R. Curren
The Paradoxes of Education in Rorty's Liberal Utopia - Rob Reich
Response: Utopia Flawed? A Response to Reich on Rorty - Shirley Pendlebury
Dewey's Conception of "Virtue" and its Educational Implications - Suzanne Rice
Response: Dewey on Virtue - Timothy H. Smith
Infinitely Interesting: Bloom, Kierkegaard, and the Educational Quest - Patricia Rohrer
Response: Education's Ills and the Vanity of the Philosopher - Paul Farber
Moral Dimensions of Classroom Discourse: A Deweyan Perspective - Fay Rosner
Response: Moral Reflection and Moral Education - John F. Covaleskie
Dewey's Idea of Sympathy and the Development of the Ethical Self: A Japanese Perspective - Naoko Saito
Response: Dewey Without Doing - Donald Arnstine
Good Sex as the Aim of Sexual Education - Jan Steutel, Ben Spiecker
Response: The Politics of the "Good" in Good Sexuality Education - Dwight Boyd, Alexander McKay
A Rhetorical Revolution for Philosophy of Education - Lynda Stone
Response: A Revolution By Any Other Name - Jaylynne N. Hutchinson
Political Pragmatism and Educational Inquiry - Audrey Thompson
Response: No More Method! A (Polemical) Response to Audrey Thompson - Alven M. Neiman
Moral Education and Inspiration Through Theatre - Timothy S. Valentine
Response: Are You a Good Witch or a Bad Witch? And Other Questions the Jesuits Left for Me - Kal Alston