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Volume 54 - 1998


Introduction - Steve Tozer


Facing the Torpedo Fish: Becoming a Philosopher of One's Own Education - Ann Diller

Response: The Canadian Beaver Confronts the Torpedo Fish: Performing Our Own Philosophy as Educators - Maryann Ayim

Response: Searching for Alternatives - Frank Margonis


The Wealth of Cultures and the Problem of Generations - Jane Roland Martin

African-American Philosophy: Theory, Politics, and Pedagogy - Lewis R. Gordon

Response: On Reading African-American Philosophy: Theory, Politics, and Pedagogy - James M. Giarelli


Conceptions of Development in Education - Kieran Egan

Response: Recapitulating? - Susan Laird

Confusion about the Socratic Method: Socratic Paradoxes and Contemporary Invocations of Socrates - Rob Reich

Response: Your Socrates, My Socrates, Everyone has a Socrates - Betty A. Sichel

The Feminist Critique of Science and Educational Inquiry - Francis Schrag

Response: Tattooing the Bubble: Schrag and Longino on Science, Feminism, Education - Luise Prior McCarty

Autonomy Reconsidered: A Proposal to Abandon the Language of Self- and Other-Control and to Adopt the Language of "Attunement" - Heesoon Bai

Response: Attunement with Action - A.G. Rud, Jr.


Aristotle for Teachers as Moral Educators - Clark Robenstine

Response: Aristotle and Robenstine on Moral Education - Emily Robertson

Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education - Mark Frein

Response: Critique and Analysis - John F. Covaleskie

Charter Schools: Voluntary Associations or Political Communities? - Stacy Smith

Response: Charter Schools: Particularistic, Pluralistic, and Participatory? - Heather M. Voke

Social Power and Education - Clifton Tanabe

Response: Power Transformers - Charles Bingham

Critical Thinking and the Unity of Virtue - Randall R. Curren

Response: Deconstructing a Dilemma: The Need for an Adequate Conception of (Practical) Reason - Joseph Dunne

Spiritual Values and Public Education: A Case for Reductionism - Ronald Lee Zigler

Response: Spiritual Values and Public Languages - Thomas F. Green

The Adult and the Curriculum - Audrey Thompson

Response: Irony in Rousseau's Emile - J.J. Chambliss

Multicultural Foundations for Philosophy of Education: A Propaedeutic - Huey-li Li

Response: African Philosophy and Multicultural Thought - Ananyo Basu

Johns, Derrida, and Sartre: Reading the Metaphysics of Racism - James Palermo

Response: Contriving Biomythographies of Blue Frogs - Zelia Gregoriou

What is it Like to be a Deliberative Democrat? - Matthew Pamental

Response: Learning to Live Together, or Moral Deliberation 101 - Natasha Levinson

"Yes...But is it a Naturalism?" - Frederick S. Ellett, Jr., David P. Ericson

Response: What Is Naturalism? - Harvey Siegel

The Demise of Authenticity - Frank Margonis

Response: Authentic to What? Educative Growth and Life-Worlds - Jaylynne N. Hutchinson

Identity Crisis - Robert D. Heslep

Response: Alas, Poor Hamlet - or Identity Crisis for Dummies - Alexander M. Sidorkin

Between Interlochen and Idaho: Hermeneutics and Education for Understanding - Deborah Kerdeman

Response: Understanding as Self-Understanding: Recovering the Question - Walter Okshevsky

Models of Educational Democracy - Walter Feinberg, Belden Fields, Nicole Roberts

Response: A New Vision of Educational Democracy? - Evelyn Sears

Language Learning Theory: A Comparison between Wittgenstein and Augustine's De Magistro - Stacy J. Stoyanoff

Response: Philosophical Dialogues: The Impact of Style - Beatrice K. Nelson

Gagged and Bound: Sex Education, Secondary Virginity, and the Welfare Reform Act - Cris Mayo

Response: Toward a More Democratic Approach to Sexuality Education - Constance M. Yowell

Autonomy, Education, and Politics - Edward Sankowski

Response: Autonomy, Education, and the Big Picture - Kenneth R. Howe

Moral Empathy: The Necessity of Intersubjectivity and Dialogic Confirmation - Susan Verducci

Response: Paying Empathy Its Due - Suzanne Rice

Dewey on Method/s - Barbara S. Stengel

Response: Dewey on the Virtues of Method/s - Jim Garrison

Transference Love from the Couch to the Classroom: A Psychoanalytic Perspective on the Ethics of Teacher-Student Romance - Chris Higgins

Response: So Give Me Love, Love, Love, Love, Crazy Love: Teachers, Sex, and Transference? - Kal Alston

Knowledge and Action in Classroom Practice: A Dialogic Approach - Stanton Wortham

Response: On Teacher Knowledge: A Return to Shulman - Barbara J. Duncan

Merleau-Ponty, The Primacy of Perception and the Philosophy of Education - Peter J. Albano

Response: Seeing as Perceiving? The Danger and the Possibility in Merleau-Ponty's Phenomenological Ontology - Yoon Pak, Ellen Timothy

The Educational Philosophy of W.E.B. DuBois - Bartley L. McSwine

Response: W.E.B. DuBois and the Question of Black Women Intellectuals - Renea Henry

Diagrams in Mathematical Education: A Philosophical Approach - Dennis Lomas

Response: Reflections on "Diagrams in Mathematical Education" - Erick Smith

Is Caring Inherently Good? - Barbara Applebaum

Response: Abstractions Can't Be Good But They Can Be Dangerous - Barbara Houston

Beyond Instrumental Literacy: Discourse Ethics and Literacy Education - Benjamin J. Endres

Response: Emotion: An Embodied Ethic for Literacy - Colette Gosselin

Toward a Re-Evaluation of the Role of Educational Epistemology in the Professional Education of Teachers - David Carr

Response: A Teacher's Right to Know: Epistemological Controversy and the Preparation of Educational Professionals - Zeus Yiamouyiannis

Liberalism, Primary Goods, and National Educational Standards - Charles Howell

Response: What Liberalism? Which Standards? Whose Equity? - Alejo Jose G. Sison

A Democratic Phenomenon: Emerging Adolescent Programs in Montessori Schools - Winton Lann Wasson, Deron R. Boyles

Response: Democratic Education, Sans Student Enfranchisement? - Christine McCarthy

The Right to Philosophy of Education: From Critique to Deconstruction - Gert Biesta

Response: Modes of Criticality as Modes of Teaching - Nicholas C. Burbules

On the Education of the Heart: The Idea of Growth in Emerson and Cavell for Contemporary Education - Naoko Saito

Response: Emerson: A Powerful Voice for Moral Authenticity, But is Power Enough? - John Rethorst

From the "Learning-Centered" Rhetoric of School Reform: A Philosophical Commentary - Xiaodan Huang

Response: Transforming Schools in a Nation of Workers/Consumers - Craig A. Cunningham

Four Models of Redemptive Education and Technology - Ignacio L. Gotz

Response: Spirituality, Redemption, and Education in the Wasteland of Technopoly - Al M. Neiman

The Theoretical Foundations of Cultural Studies in Education - Ronnie Casella

Response: Cultural Studies in Education: What's The Point? - Kathy Hytten

Samuel Messick's Consequential Validity - Robert E. Orton

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