Philosophy of Education
A Peer-Reviewed Journal of the Philosophy of Education Society
ISSN 2771-9618
Volume 57 - 2001
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INTRODUCTION
Introduction - Suzanne Rice
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PRESIDENTIAL ESSAY
2001: A Philosophical Odyssey - Nicholas C. Burbules
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Response: A Monstrous Manifesto: "Philosophers of the World, Create!" - Wendy Kohli
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Response: Philosophy, Philosophizing, and Philosophical Change of Mind and Heart - Harvey Siegel
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DISTINGUISHED INVITED ESSAY
Philosophical Tools for Technological Culture - Larry A. Hickman
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Response: Integrating Arts/Humanities and Sciences/Engineering - Jim Garrison
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Activist Challenges to Deliberative Democracy - Iris Marion Young
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Response: Deliberative Democracy and Justice - Natasha Levinson
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Response: Why Can't We Have It All? - Emily Robertson
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FEATURED ESSAYS
On Not Knowing the Other, or Learning from Levinas - Sharon Todd
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Response: Learning from Levinas: The Provocation of Sharon Todd - Paul Standish
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Civility and Its Discontents: Sexuality, Race, and the Lure of Beautiful Manners - Cris Mayo
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Response: Agent Provocateuse - Audrey Thompson
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From Reflective Practice to Practical Wisdom: Three Models of Liberal Teacher Education - Chris Higgins
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Response: Exposure and Expertise: Philosophy for Teacher Education - Deborah Kerdeman
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ESSAYS
The Fool's Pedagogy: Jesting for Liminal Learning - Timothy McDonough
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Response: The Importance of Being Foolish - David Blacker
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On Transgression, Moral Education, and Education as a Practice of Freedom - Ronald David Glass
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Response: When Should We Transgress? - Nel Noddings
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Africana Slave Religious Thought and the Philosophy of Education - Stephen Nathan Haymes
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Response: An Invitation to Africana Philosophy of Education - Kathy Hytten
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Education for the Gleam of Light: Emerson's Transcendentalism and its Implications for Contemporary Moral Education - Naoko Saito
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Response: The Emerson Nobody Wants to Buy - Rene V. Arcilla
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Silences and Silencing Silences - Huey-li Li
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Response: The Challenge of Interpreting Silence in Public Spaces - Megan Boler
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Constructing Sympathy's Forge: Empiricism, Ethics, and Environmental Education in the Thought of Liberty Hyde Bailey and John Dewey - John P. Azelvandre
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Response: Historicizing Dewey? - Lynda Stone
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Pedagogy of the Other: A Levinasian Approach to the Teacher-Student Relationship - Clarence W. Joldersma
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Response: Asymmetry and the Pedagogical I-Thou - Ann Chinnery
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MacIntyre and the Catch-22 of Aristotelian Moral Education - Daniel Vokey
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Response: Dwelling with Uncertainty in the Moral Life - David T. Hansen
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Learning about Scientific Methodology and the "Big Picture" of Science: The Contribution of Pendulum Motion Studies - Michael R. Matthews
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Response: Philosophy or Science? - Stephen P. Norris, Connie A. Korpan
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Political Theory and the Teaching of Creationism - Francis Schrag
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Response: Is There Room for Religious Subject Matter in Public School Curricula? - Evelyn Sears
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Foucault and the Care of the Self: Educating for Moral Action and Mental Illness - Laura K. Kerr
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Response: The Psychotropic Boundaries of Self-Formation - Kal Alston
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Philosophers at the Policy Table: A Theory of Schooling Confronts Real School Reform - Megan Jessiman
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Response: Complexities of School Reform - Walter Feinberg
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A Law-like Statement of Dewey's Views on Pedagogy - Greg Seals
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Response: Educational Science and Meaningful Relationships - Frank Margonis
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I Am the Missing Pages of the Text I Teach: Gadamer and Derrida on Teacher Authority - Charles Bingham
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Response: Saving the "Orphan" Text from the Teacher the Father - Zelia Gregoriou
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John Dewey, Eros, Ideals, and Collateral Learning: Toward a Descriptive Model of the Exemplary Teacher - Ronald Lee Zigler
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Response: The Education of Eros and Collateral Learning in Teacher Education - Jim Giarelli
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Thou's Sacred Ways: A Case of Relational Learning for Democratic Self-Formation - Cherlyn M. Pijanowski
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Response: Martin Buber's "Sacred" Way and Moral Education - Walter Okshevsky
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Addressing Persistent Forms of Oppression in a Liberal Democracy: A Cultural Approach to Multiculturalism - Nisha Gupta
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Response: Pride and Self-Respect in Unjust Social Orders - Ann Diller
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Education and the Meaning of Life - Tapio Puolimatka, Timo Airaksinen
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Response: The Meaning of Life as an Ultimate Justification for Education - Susan Laird
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Is Political Education an Oxymoron? Hannah Arendt's Resistance to Public Spaces in Schools - Aaron Schutz
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Response: Hannah Arendt on the Relationship Between Education and Political Action - Natasha Levinson
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Inclusion and Objectivity: Helen Longino's Feminist Theory of Scientific Inquiry - Jon A. Levisohn
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Response: Claiming to Know: Objectivity, Truth, and Science - Christine McCarthy
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Teaching in Response - Barbara S. Stengel
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Response: Teaching in Relation - John Covaleskie
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Public Deliberation, Communication across Difference, and Issues-Based Service Learning - Heather M. Voke
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Response: Who Will Educate the Educators? - Barbara E. Houston
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John Dewey's Pragmatism and Moral Education - Shulamit Gribov
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Response: A Case for Dewey's Moral Theory - Jeanne M. Connell, James Scott Johnston
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Enlightened and Eloquent: Augustine on Education - Timothy S. Valentine
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Response: Augustinian Learning and Understanding - David Carr
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Some Initial Steps Toward a Much-needed Critical Epistemological Realism in Mathematics and Science Education - Dennis Lomas
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Response: Introducing Young Citizens to Science and Mathematics - James E. McClellan, Jr.
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Locating Oneself, Self 'I'-dentification and the Trouble with Moral Agency - Barbara Applebaum
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Response: Locating Oneself: A Plea for more Critical Awareness - James Scott Johnston
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The Interdependence of Representation and Action - Stanton Wortham
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Response: Learning to See the Cheese in Front of Your Nose - Pradeep A. Dhillon
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A Friendly Critique of a Child's Right to an Open Future - Bertram Bandman
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Response: Wisconsin v. Yoder and the Relationship between Individual and Group Rights - Dale T. Snauwaert
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