Philosophy of Education
A Peer-Reviewed Journal of the Philosophy of Education Society
ISSN 2771-9618
Volume 59 - 2003
INTRODUCTION
Introduction - Kal Alston
PRESIDENTIAL ESSAY
Listening - in a Democratic Society - Sophie Haroutunian-Gordon
Response: Why Should We Listen? - Nel Noddings
Response: Horizons of Listening - David T. Hansen
DISTINGUISHED INVITED ESSAY
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
FEATURED ESSAYS
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
ESSAYS
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
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