Volume 61 - 2005
INTRODUCTION
Introduction - Kenneth R. Howe
PRESIDENTIAL ESSAY
When Is Philosophy of Education? - Robert E. Floden
Response: When "When?" May Not Be Enough - Gary D. Fenstermacher
Response: When Do We Do What We Are? - David T. Hansen
DISTINGUISHED INVITED ESSAY
Moral Reasoning, Moral Pluralism, and the Classroom - Martin Benjamin
Response: Out Beyond Wide Reflective Equilibrium - Ann Diller
Response: "Oh, Hull. Let's go rafting!" Two Kinds of Moral Pluralism - Kenneth A. Strike
FEATURED ESSAYS
Avoiding Philosophy's "Bipolar Disorder": Elgin's Revision of Epistemology - Nakia S. Pope
Response: Pragmatism, Historicism, and/or Reflective Equilibrium - Catherine Z. Elgin
Philosophers as Unreliable Narrators - Audrey Thompson
Response: And That's the Way It Is: Explorations of Philosophical Authority - Kathleen Knight Abowitz
Educating for More (and Less) Than Intelligent Belief or Unbelief: A Critique of Noddings's Vision of Religion in Public Schools - Robert Kunzman
Response: Beyond Belief? -Nel Noddings
ESSAYS
Multicultural Education, Peace, and Democracy: Considerations of Civic Education in Wartime - Sigal R. Ben-Porath
Response: Intercultural Forgiveness: The Conditions for the Possibility of Peace - Timothy B. McDonough
Political Agency and the Classroom: Reading John Dewey and Judith Butler Together - Sarah M. McGough
Response: Reading Butler with Dewey (and Vice Versa?) - John E. Petrovic
A Pragmatist Conception of Creative Listening to Emotional Expressions in Dialogues Across Difference - Jim Garrison
Response: A Different Difference? - Rene V. Arcilla
Teaching Professional Ethics to Educators: Assessing the "Multiple Ethical Languages" Approach - Daniel Vokey
Response: Ethical Teachers: Ethical People - John F. Covaleskie
The Student Error - Alexander M. Sidorkin
Response: Saving Us from Sentimentality - Frank Margonis
On "Glass Snakes," White Moral Responsibility, and Agency Under Complicity - Barbara Applebaum
Response: The Problem of Misplaced Focus, or More About Me - Kathy Hytten
Democratic Education and Social Learning Theory - Charles Howell
Response: Deliberative Democracy and Moral Development - Scott Fletcher
Mind the (Love) Gap: Love and Negativity in Educational Thought - James Stillwaggon
Response: Misreading and Rereading "The Love Gap" - Susan Laird
Education and Pragmatic Realism - Frederick S. Ellett, Jr., David P. Ericson
Response: Ellett and Ericson Meet Pirandello, Or, Six Subplots in Search of a Theme - D.C. Phillips
Cold Case: Reopening the File on Tolerance in Teaching and Learning Across Difference - Ann Chinnery
Response: Tolerance in Character and the Character of Tolerance - Suzanne Rice
Deconstructing the Experience of the Local: Toward a Radical Pedagogy of Place - Claudia Ruitenberg
Response: Quandaries of Place (-Based Education) - Maureen Ford
Incommensurability, Interpretation, and Educational Research - Chris Hanks
Response: Incommensurability and Educational Research - David P. Ericson
Pedagogical Responsibility and the Third: Levinasian Considerations for Social Justice Pedagogies - Matt Jackson
Response: Theodore Sizer's Horace, Levinas, and Pedagogy for Social Justice - Kevin Gary
Cultural Cosmopolitanism and Civic Education - M. Victoria Costa
Response: Are We All Cosmopolitans Now? A Reply to Costa - Eamonn K. Callan
Egregiously Conflated Concepts: An Examination of "Toleration as Recognition" - Josh Corngold
Response: Choice Versus Equal Opportunity: On What Toleration Requires in the Case of the Hijab in French Schools - Liz Jackson
Poetically Dwelling with the Veil: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy - Rodino F. Anderson
Response: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy - Stephen Nathan Haymes
Postcolonial Pragmatism? Ethno-Religious Conflict and Education in Postcolonial Spaces - Jeffrey Ayala Milligan
Response: Can Pragmatism Assuage Ethno-Religious Conflict? - Michael S. Merry
Teaching and Learning in Wittgenstein's Philosophic Method - Jeff Stickney
Response: Learning and the Limits of Doubt - Nicholas C. Burbules
Education for Deliberative Character: The Problem of Persistent Disagreement and Religious Individuals - Anne Newman
Response: Inclusion, Power, and Democratic Deliberation - Michele S. Moses
Education and "Mind Games" - Shelby Sheppard
Response: Situating the "Mind Game": Some Limits of and Modest Hopes for Cognitive Science - Kurt Stemhagen
"Practice": A Central Educational Concept - Paul Smeyers, Nicholas C. Burbules
Response: How Is Practice Possible? - Gert J.J. Biesta
Schools as Public Spaces: The Tensions and Resources of Arendt - Terri S. Wilson
Response: The Arendtian Social in Triumph over the Public and Private in Consumer Society - Deron Boyles
Educational Theory as a Form of Symbolic Action - Haithe Anderson
Response: Social Problems as Lived Experience: A Response to Educational Theory as a Form of Symbolic Action - Emery J. Hyslop-Margison
Deconstructing Privilege: A Contrapuntal Approach - Jennifer Logue
Response: Privilege: What's It Good For? - Jennifer Ng