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