Volume 54 - 1998
INTRODUCTION
Introduction - Steve Tozer
PRESIDENTIAL ESSAY
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
DISTINGUISHED INVITED ESSAY
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
FEATURED ESSAYS
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.
ESSAYS
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