Volume 68 - 2012

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INTRODUCTION

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

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PRESIDENTIAL ESSAY

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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

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DISTINGUISHED INVITED ESSAY

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

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

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

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

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Stay! Refusing Forms of Evasion - Barbara Applebaum

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And We Are Not Saved - Kal Alston

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FEATURED ESSAYS

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

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

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

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True to Life - René V. Arcilla

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

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Investment and the Divested Métier of Arts Education - John Baldacchino

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ESSAYS

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

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On the Experience of School Study - Jan Masschelein

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

 

The Disabling Ontology of Ableism - Michael Surbaugh

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

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

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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

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

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

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Investing in Civic and Political Pluralism - Paula McAvoy

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Mind, Education, and Active Content - Daniel Fisherman

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“Minding” the Gap - Shelby Sheppard

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

 

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

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

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What Kind of Inquiry Today? - Eric Bredo    

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

 

What Is It to Teach a Book? - Paul Standish

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

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

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Emotivism and the Preparation of Educational Leaders - Joseph Watras

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

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

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Caritas and Conscience - Natasha Levinson

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Rethinking Bodies in the Traditional Classroom - Heather Greenhalgh-Spencer

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Mediated Bodies and Learning Space - Lisa Weems

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

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What if Nobody’s Listening? - Kathy Hytten

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

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Being Affected by Art: A Gadamerian Perspective - Deborah Kerdeman

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

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

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

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A Transformative Pedagogy for Classrooms with Pluralistic Worldviews - Siebren Miedema

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

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

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

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

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

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Formative and Punitive Assessment - Randall Curren

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

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

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

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

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

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Practical Knowledge and the Fiction of Professionalism - Chris Higgins

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

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Imagining Epistemic Justice - Barbara S. Stengel

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

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Experimenting with Fiction - Susan Verducci

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

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Arguing for the Arts - James M. Giarelli

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

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

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

 

The Institution and the Virtue - Alexander M. Sidorkin