Volume 56 - 2000

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INTRODUCTION

Post-Millennial PES: Introduction to Philosophy of Education at 2000 - Lynda Stone

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PRESIDENTIAL ESSAY

What a Long Strange Trip Its Been, or, The Metaphysics of Presence: Derrida and Dewey on Human Development - Jim Garrison

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Response: On the Metaphysics of Presence - James M. Giarelli

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Response: To Be of Use: The French Connection - Mary Leach

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FEATURED ESSAYS

New Technologies/New Literacies: Reconstructing Education for the New Millennium - Douglas Kellner

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Response: Why Philosophers of Education Should Care About Technology Issues - Nicholas C. Burbules

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The Place of Ideals in Teaching - David T. Hansen

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Response: Teaching Without Ideals? - Emily Robertson

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Self-Creation or Choosing the Self: A Critique of Richard Rorty's Idea of Democratic Education - Patricia Rohrer

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Response: Rohrer and Rorty: The Contingency of Desire - Al Neiman

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Levinas and Ethical Agency: Toward a Reconsideration of Moral Education - Ann Chinnery

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Response: Levinas and Moral Education - Gert J.J. Biesta

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ESSAYS

In Plato's Cave: Philosophical Counseling and Philosophers of Education - David P. Ericson

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Response: What Good is Philosophy? - Rob Reich

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Kant's Catechism for Moral Education: From Particularity Through Universality to Morality - Walter Okshevsky

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Response: The Missing Voice of the Student: Kant's Monologue on Morality - Thomas Fuhr

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The Concept of the Learned Multitude - Tapio Puolimatka

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Response: Nietzschean Doubts, Wittgensteinian Musings - Paul Smeyers

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Teacher as Sadist, and the Duality of Self and Other - Gayle M. Turner

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Response: Sartre's Sadism and Grace in Teaching - Ann Diller

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Private Interests or Public Goods: Dewey, Rugg, and their Contemporary Allies on Corporate Investment in Educational Reform Initiatives - Kathleen Knight Abowitz, Deron Boyles

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Response: Democracy and Capitalism - John F. Covaleskie

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The Structure of Dewey's Scientific Ethics - Matt Pamental

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Response: Understanding Dewey's Ethics - Eric Bredo

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Perfecting Democracy through Holistic Education: Dewey's Naturalistic Philosophy of Growth Reconsidered - Naoko Saito

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Response: Before Objectivism and Relativism: Dewey on the Meaning/s of Growth - David Granger

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Doxastic Freedom in John Dewey's School - Greg Seals

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Response: Doxastic Freedom and Varieties of Group Belief - David Carr

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Thinking Together as One: Freire's Rewriting of Husserl - Eduardo Manuel Duarte

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Response: On the Road from Husserl to Freire - Emanuel I. Shargel, Michael J. Dwyer

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Reading Mann and Cubberly on the Myth of Equal Educational Opportunity: A Barthesian Critique - James Palermo

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Response: The Reality of Myth: Tracing the Signifier Beyond Barthesian Formalism - Inna Semetsky

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A Twitch Upon the Thread: Levinas, the Conscience of Teaching, and the Teaching of Conscience - Julian M. Edgoose

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Response: Levinas: Teaching "Conscience" and the Other - Denise Egea-Kuehne

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Iris Murdoch's Notion of Attention: Seeing the Moral Life in Teaching - Susan McDonough

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Response: Emotion, Perception, and Virtue - Suzanne Rice

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A Philosophical Inquiry into Literary Texts: An Interpretation of Martha Nussbaum and Love's Quest for Self-Improvement in the Phaedrus - Anna Fishbeyn

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Response: Literature's Place in Philosophy: Challenging Disciplinarity - Zelia Gregoriou

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What Does It Mean to Transform Education? - Estelle R. Jorgensen

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Response: Estelle Jorgensen's Vision of "Transformation" - Sophie Haroutunian-Gordon

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On Making Things Difficult for Learners - Hunter McEwan

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Response: No Pain, No Gain? - Robert E. Floden

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Educational Philosophy as Liberal Teacher Education: Charting a Course Beyond the Dilemma of Relevance - Chris Higgins

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Response: Relevance, Pluralism, and Philosophy of Education - Harvey Siegel

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Educational Adequacy as a Distributive Principle - Charles Howell

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Response: Compel Rather Than Inspire: Moral Implications of Adequacy Litigation - A.G. Rud, Jr.

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The Relationship between Self-Determination, the Social Context of Choice, and Authenticity - Michele S. Moses

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Response: Helping Adolescents Grow: Issues of Autonomy, Authenticity, and Identity Formation - Michael S. Katz

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On the Meaning and Necessity of a White, Anti-Racist Identity - Barbara Applebaum, Erin Stoik

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Response: Vertigo at the Heart of Whiteness - Cris Mayo

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All Speech is Not Free: The Ethics of "Affirmative Action Pedagogy" - Megan Boler

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Response: The Ethics of "Affirmative Action Pedagogy" - Suzanne deCastell

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When is Teaching Caring Good? - J. Theodore Klein

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Response: The Teacher's Blind - Susan Verducci

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"They Like Me, They Really Like Me!" Critically Examining my Desire to be Loved by my Students - Hilary E. Davis

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Response: A Playful Mis-reading of Desire - Maureen Ford

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When is Guilt More Than Just a Petty Face? Moving from Liberal Guilt Toward Reparation and Responsibility in Education - Sharon Todd

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Response: Guilt and Education - Mary Bryson

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Science Education: Constructing a True View of the Real World? - Christine McCarthy, Evelyn Sears

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Response: The Language Games of Science and Philosophy: Bridges Rather than Anchors - M. Jayne Fleener

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A Queasy Scholar Considers Cultural Studies in the United States - Jaylynne N. Hutchinson

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Response: On the Importance of Being Queasy - Kathy Hytten

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Bioregionalism and Global Education: Exploring the Connections - Huey-li Li

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Response: Re-Coupling Place and Time: Bioregionalism's Hope for Situated Education - Dilafruz R. Williams

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