Volume 65 - 2009
INTRODUCTION
Engaging with Others: Philosophy of Education 2009 - Deborah Kerdeman
PRESIDENTIAL ESSAY
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
DISTINGUISHED INVITED ESSAY
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
FEATURED ESSAYS
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
ESSAYS
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