Volume 58 - 2002
INTRODUCTION
Introduction: Philosophy of Education 2002 - Scott Fletcher
PRESIDENTIAL ESSAY
Taking Responsibility - Barbara Houston
Response: Glass Snakes vs. Groupals: Who is the Responsible Subject? - Dwight Boyd
Response: Taking One's Place in a Moral Universe - Heesoon Bai
DISTINGUISHED INVITED ESSAY
Expecting Common Decency - Cheshire Calhoun
Response: "Sly Decency" - Cris Mayo
What if Teaching Went Wild? - Anthony Weston
Response: Reconnecting Body and Mind with Earth - Dilafruz Williams
FEATURED ESSAYS
Critical Pedagogy and Liberal Education: Reconciling Tradition, Critique, and Democracy - Benjamin Endres
Response: The Outcomes from Engaging Liberal Education and Critical Inquiry: Matrimony, Divorce, or Kissing Cousins? - Landon E. Beyer
Befriending Girls as an Educational Life-Practice - Susan Laird
Response: On Befriending and Educating - Ann Diller
Qallunology: A Pedagogy for the Oppressor - Derek Rasmussen
Response: Geographies of Difference and the Crisis of Knowledge - Pramod Parajuli
ESSAYS
Solidarity and Risk in Welch's Feminist Ethics - Michael G. Gunzenhauser
Response: Re-Thinking Resistance: On Welch and Foucault - Susan Birden
Thinking What We Cannot See: Performance, Education, and the Value of the Invisible - Stephanie Mackler, Doris Santoro
Response: In Education, Excess Without Remorse - Charles Bingham
Religion and Public Education: Rival Liberal Conceptions - Suzanne Rosenblith
Response: The Very (Bad) Idea of Public Reason - Al Neiman
From Alterity to Hybridity: A Query of Double Consciousness - Huey-li Li
Response: Doubled Double Consciousness or Troubled Double Consciousness - Maureen Ford
Race, Pedagogy, and Paulo Freire - Stephen Nathan Haymes
Response: A Rawlsian Response to Racism - Victor L. Worsfold
Character Development in Career Education: A Virtue Ethics Approach - Emery J. Hyslop-Margison
Response: On Character Development, Career Education, and MacIntyre's Ethics of Virtue - Daniel Vokey
The Production of the (Post)Military/Industrial Subject (Self) - Cliff Falk
Response: Effecting "V" - Eduardo Duarte
Facts and Norms in Policy Scholarship - Francis Schrag
Response: Avoiding the Rocks Between the Scylla of Normative Commitments and the Charybdis of Dubious Facts - Michael S. Katz
"But Some People Will Not": Arendtian Interventions in Education - Natasha Levinson
Response: Stories vs. Practices: Education for Political Action - Aaron Schutz
A Lower Wall Between Church and State: Vouchers or Charter Schools? - Stacy Smith
Response: School Choice Down in the Cave - Kenneth R. Howe
Seeking Fragility's Presence: The Power of Aesthetic Play in Teaching and Learning - Margaret Macintyre Latta
Response: The Power of the Fragile - John F. Covaleskie
Montaigne and the Values in Educating Judgment - David T. Hansen
Response: Good Judgment and Moral Outrage - Kathy Hytten
Wittgenstein, the Practice of Ethics, and Moral Education - Nicholas C. Burbules, Paul Smeyers
Response: On Wittgenstein, the Practice of Ethics, and Moral Education - James M. Giarelli
Dilemmas of Deliberative Civic Education - Meira Levinson
Response: Education for Critical Citizenship - Tapio Puolimatka
Dewey's Contribution to an American Hubris: Philosophy of Democracy, Education, and War - Lynda Stone
Response: Recovery, Reconstruction, and Self-Renewal - Jim Garrison
Education qua Enlightenment: On the Rationality of the Principle of Reason - Stella Gaon
Response: Acknowledging Incompleteness - Robert E. Floden
Teaching and the Dynamics of Recognition - Chris Higgins
Response: Gifts of Teaching - Naoko Saito
Misleading the Students: Conceptual Difficulties in Woolfolk's Account of Motivation - Frederick S. Ellett, Jr., David P. Ericson
Response: Mistaking the Text: A Missed Opportunity for Dialogue - Lucille L.T. Eckrich
Durkheim's Naturalistic Moral Education: Pluralism, Social Change, and Autonomy - David N. Boote
Response: Finding a Role for Durkheim in Contemporary Moral Theory - Craig A. Cunningham
The New Digital Cartesianism: Bodies and Spaces in Online Education - Megan Boler
Response: A New Discourse for a New Method: "The New Digital Cartesianism" - Denise Egea-Kuehne
A More Luminous Life: An Attempt at a Religiously Informed Pragmatism - C. Joseph Meinhart
Response: On the Dangers of Putting New Wine into Old Bottles - Christine McCarthy
Situated Moral Agency: Why It Matters? - Barbara Applebaum
Response: Education in Moral Perception - Suzanne Rice
Desperately Seeking Evelyn, or, Alternatively, Exploring Pedagogies of the Personal in Alfred North Whitehead and Feminist Theory - Kathryn Pauly Morgan
Response: Why Whitehead? Toward a Pedagogy of the Truly Personal - Barbara S. Stengel
Promoting a Primary Good in Schools: An Aristotelian Defense of Bilingual Education - John E. Petrovic
Response: When Is Self-Respect Not Enough? - Kal Alston
The Existential Concept of Freedom for Maxine Greene: The Influence of Sartre and Merleau-Ponty on Greene's Educational Pedagogy - Shaireen Rasheed
Response: The Importance of Maxine Greene's Public Place "In Between" - Virginia Worley
Listening as Attending to the "Echo of the Otherwise": On Suffering, Justice, and Education - Sharon Todd
Response: Learning to Listen and Listening to Learn: The Significance of Listening to Histories of Trauma - Susan Huddleston Edgerton
Toward a Pedagogy of the Vague - Nakia S. Pope
Response: More Thoughts on a Pedagogy of the Vague - Barbara J. Thayer-Bacon
Hermeneutical Conversations in Public Schools: Responding to Religious Objections - Robert Kunzman
Response: Private Lives and Public Dialogue: Negotiating the Moral/Political Divide - Maureen Stout
Reflections on the Justice of the Present War and Some Implications for Education - Ronald David Glass
Response: On the Justice of the Present War: Some Implications for Education - Justen Infinito
Learning to Live with Art - Claudia Ruitenberg
Response: On the Possible Limits of Aesthetic Experience, Radical Otherness, and Radical Indeterminancy in Learning the Live with Art - David Granger
Stories about Stories about History: Hayden White, Historiography, and History Education - Jon A. Levisohn
Response: History, Metahistory, and Autology - Raf Vanderstraeten