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Volume 68 - 2012

INTRODUCTION

Philosophy and Lived Experience: A Phenomenological Revival? - Claudia W. Ruitenberg

PRESIDENTIAL ESSAY

No Education Without Hesitation: Exploring the Limits of Educational Relations - Gert Biesta

 

On the Path of Hesitation - Frank Margonis

 

On “What Happens Between Us” and the Experience of Being Addressed - Ann Chinnery

DISTINGUISHED INVITED ESSAY

Teaching the Event: Deconstruction, Hauntology, and the Scene of Pedagogy - John D. Caputo

The Excess of Teaching: On the Decency of the Supplement and the Indecency of the Event - Claudia W. Ruitenberg

Childhood as an Event: The Charm of a Spectral Past - Megan J. Laverty

How Can You Teach Me if You Don't Know Me? Embedded Racism and White Opacity - George Yancy

Stay! Refusing Forms of Evasion - Barbara Applebaum

And We Are Not Saved - Kal Alston

FEATURED ESSAYS

Erotic Study: Fortune, Baby-Talk, and Jazz - Samuel Rocha

Erotic Study and the Difficulties of Desire in Education - Jennifer Logue

Modern Art, Cynicism, and the Ethics of Teaching - Darryl M. De Marzio

True to Life - René V. Arcilla

On the Theoretical Implications of Approaching Arts Education as an Investment - Tal Gilead

Investment and the Divested Métier of Arts Education - John Baldacchino

ESSAYS

A Case for Study: Agamben’s Critique of Scheffler’s Theory of Potentiality - Tyson Edward Lewis

On the Experience of School Study - Jan Masschelein

Addressing Ableism in Schooling and Society? The Capabilities Approach and Students with Disabilities -  Ashley Taylor

 

The Disabling Ontology of Ableism - Michael Surbaugh

W.G. Sebald and the Tasks of Ethical and Moral Remembrance - David T. Hansen

Walter Benjamin’s Angel of History and the Work of Ethical Remembrance in W.G. Sebald - Clarence W. Joldersma

Kantian Moral Character Coming Off the Ropes: Is the Kingdom of Ends a Sound Principle of Moral Education? Moral Education in the Kantian Tradition - Christopher Martin

Kant’s Conception of Duty: An Expanded View - Gregory Bynum

The Politics and Philosophy of “Serving America”: An Exploration of the Conceptual Basis of Federal Service-Learning and Civic Engagement Initiatives - David E. Meens

Investing in Civic and Political Pluralism - Paula McAvoy

Mind, Education, and Active Content - Daniel Fisherman

“Minding” the Gap - Shelby Sheppard

The Word Ongoing: Franz Kafka, Walter Benjamin, and the Spirit of Perpetual Being - Josephe Cunningham

 

Comprehension, Morality, and the Demands of Incompleteness - Trent Davis

Whatever Happened to Dewey and James? Discourse, Power, and Subjectivity in the Age of Standardization - Matthew T. Lewis

What Kind of Inquiry Today? - Eric Bredo    

Can the Taught Book Speak? - Charles Bingham, Antew Dejene, Alma Krilic, Emily Sadowski

 

What Is It to Teach a Book? - Paul Standish

Food, Habit, and the Consumption of Animals as Educational Encounter - Bradley D. Rowe

Encounters with Animals: Production, Consumption, and Education - Lynn Fendler

Emotivism and the Preparation of Educational Leaders - Joseph Watras

Educational Administration as (Public) Practice? - Kathleen Knight Abowitz

Loving the Zombie: Arendtian Natality in a Time of Loneliness - Peter Nelsen

Caritas and Conscience - Natasha Levinson

Rethinking Bodies in the Traditional Classroom - Heather Greenhalgh-Spencer

Mediated Bodies and Learning Space - Lisa Weems

Researching to Transgress: The Epistemic Virtue of Research With - A. Wendy Nastasi

What if Nobody’s Listening? - Kathy Hytten

Temple or Forum? On New Museology and Education for Social Change - Ann Chinnery

Being Affected by Art: A Gadamerian Perspective - Deborah Kerdeman

Conversation Without Convergence: Becoming Political in Uncommon Schools - Naoko Saito

Conversation and the “Best Possible Point of Encounter”: Cavell’s Emersonian Perfectionism and Dewey’s Cultivated Naïveté - David A. Granger

Challenging Students’ Religiously Informed Truth Claims: Epistemological and Ethical Considerations for Discourse in Pluralistic  Classrooms - Suzanne Rosenblith, Benjamin Bindewald

A Transformative Pedagogy for Classrooms with Pluralistic Worldviews - Siebren Miedema

Democracy, Capitalism, and Education: Reconsidering Dewey’s Failure to Address Economic Life - Kurt Stemhagen, Nakio S. Pope

Dewey and Capitalism: Not a Love Story - Emery James Hyslop-Margison

Setting Schools Free? Reflections on the Freedom of Autonomous Schools - Louise Bamfield

Finding a Balance: Local Autonomy and State Involvement in Alternative Provisions of Educational Choice - Dianne Gereluk

Fair Is Fair: Outcome Assessment, Constitutive Luck, and Teacher Evaluation - Matthew Hayden

Formative and Punitive Assessment - Randall Curren

Revisiting Deconstructive Pedagogy: Testifying to Iterability, “At Once, Aussi Sec” - Harvey Shapiro

Education as Iteration: More Than an Echo - Denise Egéa-Kuehne

An Autonomist Rethinking of Resistance Theory and Pedagogical Temporality - Gregory N. Bourassa

Resisting Resistance Theory: “Strong Poetry,” Inversion, and Autonomy in Gregory N. Bourassa - Awad Ibrahim

Promoting Dialogue on Teacher Professionalism: Opening Possibilities Through Gadamer’s Aesthetic Judgment and Play Metaphor - Jeannie Kerr

Practical Knowledge and the Fiction of Professionalism - Chris Higgins

On Whose Authority? Issues of Epistemic Authority and Injustice in the Social Justice Classroom - Sally J. Sayles-Hannon

Imagining Epistemic Justice - Barbara S. Stengel

Why a Story at All? A Use for Fiction in Determining How to Live - Cara Furman

Experimenting with Fiction - Susan Verducci

Reimagining Arts-Centered Inquiry in Schools as Pragmatic Instrumentalism - Leann F. Logsdon, Deron R. Boyles

Arguing for the Arts - James M. Giarelli

Intelligence for More than One: Reading Dewey as Radical Democrat - Carl Anders Säfström

Intelligence and the Unexpected: Considering Dewey’s Tragic Sense - Andrea English

The Eclipse of Civic Virtue: Recalling the Place of Public Education - Dini Metro-Roland, Paul Farber

 

The Institution and the Virtue - Alexander M. Sidorkin

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