Volume 61 - 2005

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INTRODUCTION

Introduction - Kenneth R. Howe

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PRESIDENTIAL ESSAY

When Is Philosophy of Education? - Robert E. Floden

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Response: When "When?" May Not Be Enough - Gary D. Fenstermacher

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Response: When Do We Do What We Are? - David T. Hansen

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DISTINGUISHED INVITED ESSAY

Moral Reasoning, Moral Pluralism, and the Classroom - Martin Benjamin

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Response: Out Beyond Wide Reflective Equilibrium - Ann Diller

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Response: "Oh, Hull. Let's go rafting!" Two Kinds of Moral Pluralism - Kenneth A. Strike

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FEATURED ESSAYS

Avoiding Philosophy's "Bipolar Disorder": Elgin's Revision of Epistemology - Nakia S. Pope

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Response: Pragmatism, Historicism, and/or Reflective Equilibrium - Catherine Z. Elgin

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Philosophers as Unreliable Narrators - Audrey Thompson

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Response: And That's the Way It Is: Explorations of Philosophical Authority - Kathleen Knight Abowitz

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Educating for More (and Less) Than Intelligent Belief or Unbelief: A Critique of Noddings's Vision of Religion in Public Schools - Robert Kunzman

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Response: Beyond Belief? -Nel Noddings

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ESSAYS

Multicultural Education, Peace, and Democracy: Considerations of Civic Education in Wartime - Sigal R. Ben-Porath

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Response: Intercultural Forgiveness: The Conditions for the Possibility of Peace - Timothy B. McDonough

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Political Agency and the Classroom: Reading John Dewey and Judith Butler Together - Sarah M. McGough

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Response: Reading Butler with Dewey (and Vice Versa?) - John E. Petrovic

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A Pragmatist Conception of Creative Listening to Emotional Expressions in Dialogues Across Difference - Jim Garrison

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Response: A Different Difference? - Rene V. Arcilla

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Teaching Professional Ethics to Educators: Assessing the "Multiple Ethical Languages" Approach - Daniel Vokey

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Response: Ethical Teachers: Ethical People - John F. Covaleskie

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The Student Error - Alexander M. Sidorkin

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Response: Saving Us from Sentimentality - Frank Margonis

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On "Glass Snakes," White Moral Responsibility, and Agency Under Complicity - Barbara Applebaum

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Response: The Problem of Misplaced Focus, or More About Me - Kathy Hytten

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Democratic Education and Social Learning Theory - Charles Howell

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Response: Deliberative Democracy and Moral Development - Scott Fletcher

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Mind the (Love) Gap: Love and Negativity in Educational Thought - James Stillwaggon

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Response: Misreading and Rereading "The Love Gap" - Susan Laird

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Education and Pragmatic Realism - Frederick S. Ellett, Jr., David P. Ericson

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Response: Ellett and Ericson Meet Pirandello, Or, Six Subplots in Search of a Theme - D.C. Phillips

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Cold Case: Reopening the File on Tolerance in Teaching and Learning Across Difference - Ann Chinnery

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Response: Tolerance in Character and the Character of Tolerance - Suzanne Rice

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Deconstructing the Experience of the Local: Toward a Radical Pedagogy of Place - Claudia Ruitenberg

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Response: Quandaries of Place (-Based Education) - Maureen Ford

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Incommensurability, Interpretation, and Educational Research - Chris Hanks

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Response: Incommensurability and Educational Research - David P. Ericson

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Pedagogical Responsibility and the Third: Levinasian Considerations for Social Justice Pedagogies - Matt Jackson

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Response: Theodore Sizer's Horace, Levinas, and Pedagogy for Social Justice - Kevin Gary

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Cultural Cosmopolitanism and Civic Education - M. Victoria Costa

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Response: Are We All Cosmopolitans Now? A Reply to Costa - Eamonn K. Callan

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Egregiously Conflated Concepts: An Examination of "Toleration as Recognition" - Josh Corngold

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Response: Choice Versus Equal Opportunity: On What Toleration Requires in the Case of the Hijab in French Schools - Liz Jackson

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Poetically Dwelling with the Veil: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy - Rodino F. Anderson

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Response: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy - Stephen Nathan Haymes

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Postcolonial Pragmatism? Ethno-Religious Conflict and Education in Postcolonial Spaces - Jeffrey Ayala Milligan

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Response: Can Pragmatism Assuage Ethno-Religious Conflict? - Michael S. Merry

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Teaching and Learning in Wittgenstein's Philosophic Method - Jeff Stickney

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Response: Learning and the Limits of Doubt - Nicholas C. Burbules

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Education for Deliberative Character: The Problem of Persistent Disagreement and Religious Individuals - Anne Newman

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Response: Inclusion, Power, and Democratic Deliberation - Michele S. Moses

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Education and "Mind Games" - Shelby Sheppard

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Response: Situating the "Mind Game": Some Limits of and Modest Hopes for Cognitive Science - Kurt Stemhagen

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"Practice": A Central Educational Concept - Paul Smeyers, Nicholas C. Burbules

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Response: How Is Practice Possible? - Gert J.J. Biesta

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Schools as Public Spaces: The Tensions and Resources of Arendt - Terri S. Wilson

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Response: The Arendtian Social in Triumph over the Public and Private in Consumer Society - Deron Boyles

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Educational Theory as a Form of Symbolic Action - Haithe Anderson

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Response: Social Problems as Lived Experience: A Response to Educational Theory as a Form of Symbolic Action - Emery J. Hyslop-Margison

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Deconstructing Privilege: A Contrapuntal Approach - Jennifer Logue

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Response: Privilege: What's It Good For? - Jennifer Ng

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