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Volume 59 - 2003


Introduction - Kal Alston


Listening - in a Democratic Society - Sophie Haroutunian-Gordon

Response: Why Should We Listen? - Nel Noddings

Response: Horizons of Listening - David T. Hansen


The Idea of Moral Progress: Bush versus Posner versus Berlin - Richard A. Shweder

Response: Value Pluralism and Moral Progress - Harvey Siegel

Response: Philosophers Talk Back to Anthropologists - Kal Alston

Response: Moral Progress: Practical Not Theoretical - Leonard J. Waks

Response: Cutting Members: Culture and the Problems of Authenticity, Fetishization, and Memory - Cris Mayo

Response: Liberal Pluralism? - Rob Reich

Response: Reflection and Rationality - Walter Feinberg


Taking Narrative Seriously: Exploring the Educational Status of Story and Myth - David Carr

Response: "Of Mortal Importance": Re-Educating the Imagination - Susan Laird

Young Patriots or Junior Historians? An Epistemological Defense of Critical Patriotic Education - Jon A. Levisohn

Response: Historia Pro Patria? - Jim Giarelli, Benjamin Justice

On Pragmatism and the Consequences of Multiculturalism - Haithe Anderson

Response: Is Multicultural Theory Relevant to Education? - Maureen Stout


From Designer Identities to Identity by Design: Educating for Identity De/construction - Claudia W. Ruitenberg

Response: Identity by Design: Some Epistemological and Control Issues - Suzanne M. Jaeger

Revisiting an Old Predicament: Primacy of the Individual or the Community? - Jose Mesa

Response: The Educative Community? - Charles Bingham

Positivism, Skepticism, and the Attractions of "Paltry Empiricism": Stanley Cavell and the Current Standards Movement in Education - David Granger

Response: Granger and Cavell Against Positivism: Considering the Quest for Certainty and Epistemology - Deron R. Boyles

Pluralism, Justice, Democracy, and Education: Conflict and Citizenship - Ronald David Glass

Response: The "Thick and Thin" of Democratic Morality - Dale T. Snauwaert

Can Rationality Justify Itself? - Jon M. Fennell

Response: Challenges to Rationality - Francis Schrag

Education's Hope: Transcending the Tragic with Emerson, Dewey, and Cavell - Naoko Saito

Response: Why Cavell's Philosophy Is Useless Against Tragedy - Al Neiman

"As If We Were Called": Responding to (Pedagogical) Responsibility - Barbara S. Stengel

Response: Cold Calling and the Wonderful World of Relations - Alexander Sidorkin

Pulled Up Short: Challenges for Education - Deborah Kerdeman

Response: Understanding Human Finitude: Educating for Insight - Wendy Kohli

Not Your Average PTA: Local Education Foundations and the Problems of Allowing Private Funding for Public Schools - Emily V. Cuatto

Response: Beyond the Missiles or Music Debate: Re-thinking Local Education Foundations - Mark A. Hicks

The Conditions of Schefflerian Rationality in the Realm of Moral Education - Katariina Holma

Response: Scheffler's Third Way: A Useful Grounding for Moral Education - Victor L. Worsfold

Radicalizing Democratic Education: Unity and Dissent in Wartime - Sigal R. Ben-Porath

Response: Creating Spaces of Resistance to Counter Belligerent Citizenship: The Context of Teachers' Work - Heather M. Voke

Resisting the Pedagogical Domestication of Cosmopolitanism: From Nussbaum's Concentric Circles of Humanity to Derrida's Aporetic Ethics of Hospitality - Zelia Gregoriou

Response: Cosmopolitanism and/in Education: What Responsibilities Now for the Philosopher and the Teaching of Philosophy? - Denise Egea-Kuehne

Dirty Hands in Classrooms - Rebecca Lewis

Response: The Teacher's Place in the Moral Equation: In Loco Parentis - Virginia Worley

Data, Phenomena, and Theory: How Clarifying the Concepts Can Illuminate the Nature of Science - Michael R. Matthews

Response: Ideal or Real: What is the "Nature of Science?" - Clare S. Leonard

The Path of Social Amnesia and Dewey's Democratic Commitments - Frank Margonis

Response: The Past and Its Problems - Nakia S. Pope

On the Learning of Responsibility: A Conversation between Carol Gilligan and John Dewey - Colette Gosselin

Response: Dewey, Gilligan, and Gosselin on Learning Responsibility - Ann Diller

The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Adventure - Emery J. Hyslop-Margison

Response: The Virtue of Critical Thinking - Sharon Bailin

Paley's Paradox: Educating for Democratic Life - John F. Covaleskie

Response: Reconstructing Paradoxes of Democratic Education - Walter C. Okshevsky

Mutual Understanding: The Basis of Respect...and Ethical Education - Robert Kunzman

Response: Education and the Ethics of Respect - Randall Curren

Education for Autonomy, Education for Culture: The Case of Ultra-Orthodox Jews in Israel - Dana Howard

Response: Minimalist Autonomy and Haredi Education in Israel - Natasha Levinson

Natality Seduced: Lyotard and the Birth of the Improbable - Stephanie Mackler

Response: Reading Lyotard, on the Politics of the New - James Palermo

"National Standards" vs the Free Standards of Culture: Matthew Arnold's Culture and Anarchy and Contemporary Educational Philistinism - Bruce Novak

Response: "Oh, lift me as a wave, a leaf, a cloud!" Expanding the National Standards to Unshackle the Soul of Schools - Ames T. Browne III

Anti-Racist Work Zones - Audrey Thompson

Response: White Students and the Meaning of Whiteness - Stephen Nathan Haymes

A Humean Model of Democratic Reasonableness - David Blacker

Response: Democratic Passions, Despotic Pastimes - Rene V. Arcilla

Religious Diversity, Education, and the Concept of Separation: Do Good Fences Make Good Neighbors? - Jeffrey Ayala Milligan

Response: Religious Diversity, Education, and the Concept of Separation: Some Further Questions - Lorraine Kasprisin

Responding to the Bottomlessness of Human Being - Jim Garrison

Response: From Seigfried's Ghost to Raven's Tales: Conditions of Possibility for a Derridean Trickster - Maureen Ford

Toward a Pragmatic/Contextual Philosophy of Mathematics: Recovering Dewey's Psychology of Number - Kurt Stemhagen

Response: Where Logic meets Psychology: Dewey's Philosophy of Mind and Piaget's Genetic Epistemology - Inna Semetsky

Inclusion Reconsidered - Paul S. Collins

Response: How Special is Too Special for Inclusion in the Regular Classroom? - Suzanne Rice

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