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Volume 65 - 2009


Engaging with Others: Philosophy of Education 2009 - Deborah Kerdeman


Walking with Diogenes: Cosmopolitan Accents in Philosophy and Education - David T. Hansen

Response: Failing to Cosmopolitanize Diogenes in Montréal: A Peripatetic Excursion - Luise Prior McCarty

Response: Accommodating Cosmopolitanism - Shirley Pendlebury


Art, Education, and Witness; Or, How to Make Our Ideals Clear - Paul C. Taylor

Response: Aesthetic Criticism, Interpretation, and the Creation of Ideals - Sharon Bailin

Response: Uncovering Racialized Perceptions: Obstacles and Antidotes - Ann Diller


Can There Be Pluralism Without Conflict? - Sharon Todd

Response: Conflict and Self-Formation - Walter Feinberg

Moral Education in the “Badlands” - Francis Schrag

Response: Glass Combat Boots - Audrey Thompson

Becoming Philosophical in Educational Philosophy: Neither Emma nor the Art Connoisseur - Charles Bingham

Response: Among All the Philosophers, Is There a Philosopher? - Chris Higgins


The Moral and Organizational Implications of Cheating in College - Charles Howell

Response: Reframing Academic Honesty - A.G. Rud

From Senge to Habermas: Reconceiving “Discourse” for Educational Learning Organizations - Darron Kelly

Response: Habermas, Educational Administration, and the Crisis of Legitimation - James M. Giarelli

Constructions of Parents and Languages of Parenting - Judith Suissa

Response: A Broader Definition of Home-School Collaboration - Josh Corngold

Guarding and Transmitting the Vulnerability of the Historical Referent - Mario Di Paolantonio

Response: How Can We Enact Our Responsibility to the Historical Referent? - Jon A. Levisohn

The Courage of Dialogue - Séamus Mulryan

Response: A Dialogue on Courage: Moral Education in Gadamerian Conversation - Dini Metro-Roland

Should the Debate About Compulsory Schooling Be Reopened? A Fully Semiotic Perspective - Andrew Stables

Response: Compulsory Schooling: Shifting the Focus on Particular Issues - Paul Smeyers

The Teacher’s Gift of Sacrifice as the Art of the Self - Darryl M. De Marzio

Response: A Teacher’s Gift of Sacrifice: How Can We Give It? - Haroldo Fontaine

By the People, for the People: Interrogating the Education-Policy-by-Ballot-Initiative Phenomenon - Michele S. Moses

Response: Putting Principles Before Process: Why Education Ballot Initiatives Should Really Bother Us - Anne Newman

John Dewey: A Case of Educational Utopianism - Alexander M. Sidorkin

Response: Dewey as Utopian: Labor Versus Leisure, Mass Media as Democratic Education, and the Future of Public Schooling - Kurt Stemhagen

The Democracy of the Flesh: Laughter as an Educational and Public Event - Joris Vlieghe, Maarten Simons, Jan Masschelein

Response: Taking Laughter Seriously - Barbara Houston

Abstract Art as Alternative to Multiculturalist Education - René V. Arcilla

Response: Arcilla on Art and Multiculturalism - Hanan A. Alexander

Civility, Tact, and the Joy of Communication - Megan Laverty

Response: Civil Occasions: Polished Surfaces, Hard Grace, Wit, and Tact - Cris Mayo

Teaching to Save the World: Avoiding Circles of Certainty in Social Justice Education - Doris Santoro

Response: In the Time of Thinking Differently - Eduardo M. Duarte

Cosmopolitan Education and Its Discontents - Leonard J. Waks

Response: Cosmopolitan Education and Responsible World-Building - Ann Chinnery

Giving Place to Unforeseeable Learning: The Inhospitality of Outcomes-Based Education - Claudia Ruitenberg

Response: Imagining Educationally Hospitable Schooling - Donna H. Kerr

Finding Perfect Pitch: Reading Perfectionist Narrative with Stanley Cavell - Naoko Saito

Response: A Pitch of Education - Paul Standish

From the Courtroom to the Voting Booth: Defending Affirmative Action in Higher Education Admissions - Clifton S. Tanabe

Response: Defending the Defenders of Affirmative Action in Higher Education - Jason Blokhuis

Evolution, Creationism, and Fairness: Equal Time in the Biology Classroom? - Bryan R. Warnick

Response: A Framework for Thinking About the “Principle of Curricular Fairness” - Natasha Levinson

Public Education and the Aesthetic Dimension of Strauss’s Theologico-Political Problem - Jon Fennell

Response: Three Aesthetic Ideals: The Philosopher, the Prophet, and the Pluralist - Kevin Gary

On Positive Rights and Duties: What Can “Thin” Universalizability Tell Us About the Moral Content of Educational Policies? - Christopher Martin

Response: Not So Thin: Education as an Ambiguous Moral Practice - Huey-li Li

Caring as an Epistemic Relationship: Noddings, Peirce, and Triadic Caring - Peter Nelsen

Response: Caring’s “Third”: Exploring and Expanding Radical Potential - Barbara S. Stengel

On the Weakness of Education - Gert Biesta

Response: “Subjectification”: Biesta’s Strong Link to Education - Denise Egéa-Kuehne

Reason-Giving Versus Truth-Seeking: Reconceptualizing Indoctrination in Education - Barbara Peterson

Response: How to Make Our Ideas of Indoctrination Clear - Eric Bredo

Exploring Pedagogical Possibilities for a Nonviolent Consciousness - Karen Sihra, Helen M. Anderson

Response: Nonviolent Consciousness and the Pedagogy of Peace: Further Territories to Explore - Daniel Vokey

Idealism Revisited: Michael Oakeshott’s “Conversation” and the Question of Being-Together - Trent Davis

Response: A Conversation Unrealized, or Unrealizable? Davis on Oakeshott and the Future of Philosophy of Education - Andrea English

The DDI, ESK, and ME: Troubling the Epistemology of the Dominant Discourse on Indoctrination via Feminist Epistemologies of Situated Knowledges - James C. Lang

Response: Expanding the Discourse on Feminist Epistemologies - Barbara J. Thayer-Bacon

“Somaesthetics,” Education, and Disability - Michael Surbaugh

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