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Volume 71 - 2015


Philosophy, Soul Music, and the Learning Community Blues: Making Philosophy of Education in Memphis, TN Eduardo Duarte


Opting Out of Neocolonial Relationality - Frank Margonis

Response: Changing Systems or Relationships? Responding to Neocolonial Violence - Kathy Hytten

Response: On Responsibility and Phenomenological Methodology: Carving Critical Principles Out of Neocolonial Relations - Troy Richardson


Philosophy, Education, and After-the-Lynching Blues - Bill E. Lawson

Response: Requiring of Us a Song: Longing, Hard Listening, and the Blues - Audrey Thomspon


Teacher Formation and the Epistemic Suppression of Borinquen - Ariana Stokas-Gonzalez

Response: Native Elites and Nationalism: Reflections on I/indigenous Epistemologies and Decolonization - Troy Richardson

Lines of Tension, Rays of Light: An Autotheography - Samuel D. Rocha

Response: In Praise of the Secular - Natasha Levinson

The Rhythm and Blues of Indebted Life: Notes on Schools and the Formation of the Indebted Man - Jason Wozniak

Response: Forever in Your Debt - Alexander M. Sidorkin


Blues and the Pedagogical Subject - Andrew Scheiber

Response: The Pedagogical Subject and Liberal Learning - Jane Blanken-Webb

When Nothing Happens: Autos, Autism, and “Disabled” Technology - Glenn M. Hudak

Response: On Purposes and Intentions: Doing the Work of Challenging Ableism in Education - Ashley Taylor

The Metaphysical Blues and the Juke Joint of Ideas - David L. Mosley

Response: Singing the Blues: Disorderly Mutic Repetitions in the Juke Joint of Ideas - Kirsten Locke

On Teaching Books, “Restricting Speech,” and the Promise of Education - Mordechai Gordon

Response: The Dead End is a Starting Point: Teaching, Meaning-Making, and the Freedom to Experience - Emily Sadowski

Demoralization and Teaching: Lessons from the Blues - Jeff Frank

Response: “Something Funny” about Conserving Humanity and Teaching: Lessons from the Blues - Doris A. Santoro

Learning to Teach: Developing Practical Wisdom with Reflective Teacher Narratives - Cara Furman

Response: Reading and Reflection: Educators in Dialogue with Reflective Teacher Narratives - Jessica Hochman

Education as Pharmakon: Plato and Derrida’s Dialectic on Learning - Patrick McCarthy-Nielsen

Response: Writing and Pedagogy in Plato’s Phaedrus - Avi I. Mintz

Imagining Ourselves in the Future: Toward an Existential Ethics for Teachers in the Accountability Era - Kip Kline, Kathleen Knight-Abowitz

Response: A Few Relevant Ambiguities - John Fantuzzo

Shared Learning and The Ignorant Schoolmaster - Samir Haddad

Response: On the Logic of Learning and Relationality - Charles Bingham

Dewey and Coltrane: A Study on Rhythm and Growth - Jared Kemling

Response: Education and Rhythm: A Short Refrain - Deborah Kerdeman

Angry People at an Empathy Conference - Audrey Thompson

Response: Is There a Bartender in the House? - Amy Shuffelton

Søren Kierkegaard’s Despair and Maya Angelou’s Blues: Pedagogy of Suffering - Kevin Gary

Response: “Onstage They Ain’t Got No Roots Rock Rebel”: Kierkegaardian Despair and the Aesthetics of Black Suffering - James Stillwaggon

Making Disability (Matter) in Philosophy of Education - Ashley Taylor

Response: Aspirational Epistemological Flexibility: Some Movement Against Purity - Cris Mayo

Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in STEM - Mary Jo Hinsdale

Response: Foucault, Biopower, and a Postcolonial Ethics of Mentoring in STEM Research - Shaireen Rasheed

A Human Education? - René V. Arcilla

Response: You Are Not the Writer I Imagined - Claudia Ruitenberg

The Air Conditions of Philosophy of Education: Toward a Microsphereology of the Classroom Derek R. - Derek R. Ford

Response: A Systems View of Classrooms - Craig A. Cunningham

Counteracting Epistemic Totality and Weakening Mental Rigidities: The Antitotalitarian Nature of Wonderment - Nassim Noroozi

Response: The Difficulties and Paradoxes of Interrupting Colonial Totalitarian Logicalities - Vanessa Andreotti

Mousike and Bluegrass - Julie Meadows

Response: Response to “Mousike and Bluegrass” - Rodino Anderson

Knowing in Feeling - Paul Standish

Response: Tuning In: Educating, Making Music, and Knowing in Feeling - Michael Billingsley, James Giarelli, Mark Skaba

Technology, Attention, and Education - David Lewin

Response: Online Education, God, and the Stance of the Nonbeliever - Heather Greenhalgh-Spencer

Heidegger and the Nature of Social Learning - Dan Fisherman

Response: An Authenticity Economy and the They in Education and in Philosophy of Education - Doron Yosef-Hassidim

The End of the University? - Michael Schapira

Response: Moving Beyond the Ideal/Nonideal Debate: A Call for Critical Reconstructive Philosophy - Quentin Wheeler-Bell

An Element-ary Education - LeAnn M. Holland

Response: Discomfort in the Elements, Discomfort in Schools: An Anthropocentric Response to an Anthropocentric Argument - Bradley Rowe

“Absolute Modernity” or “the Fragments and the Ruins” of Culture: The School in the Time of the Detraditionalization - Stefano Oliverio

Response: The Pedagogy of Cultural Despair - Robbie McClintock

Theorizing Gifts and Gifting in Education Outside of Schooling - Cecilia Diego

Response: The (Im)possible Gift of Education - Denise Egéa

Pedagogy of Perplexity: Reimagining the Role of the Poetic in Education - Rachel Longa

Response: Rediscovering the Poetic in Education - James Owen

The Arrhythmic Blues: The Rhythm of Learning and How Humanity’s Natural Propensity for Arrhythmia May Doom Civilization - Eli Kramer

Response: The Blues’ Ontology of Improvisation - Reagan P. Mitchell

Indeterminateness and “Going Beyond”: Education, Dewey, and the Blues - Vasco d'Agnese

Response: Habits of Improvisation: Towards a Freedom to Intelligently and Artfully Engage in an Uncertain World - Carmen James

Philosophical Considerations on Teacher Presence - Cristina Cammarano

Response: Teacher Presence: Extreme Dissonance and Subtle Tuning - Sean Blenkinsop

Gifts from a Foreign Land: Lost in Translation and the Understanding of Other Cultures - Naoko Saito

Response: Education as Finding the Other in Self - Liz Jackson

Needing Not to Know: Ignorance, Innocence, Denials, and Discourse - Barbara Applebaum

Response: Epistemologies of Resistance: Pluralism and Communities of Epistemic Criticism - Jeff Edmonds, José Medina

Affect, Trust, and Dignity: Ontological Possibilities and Material Consequences for a Philosophy of Educational Resonance - Walter Gershon

Response: Good Vibrations? An Educational Critique - Gert Biesta

The Drama of the Leap: Kaspar Hauser Exits the Cave - SunInn Yun

Response: In Dangerous Waters: On Language, Freedom, and Education - Joris Vlieghe

The Passion of (Not) Teaching: An Agambenian Meditation on the Value of Philosophy with Children - Igor Jasinksi

Response: Pauses for Questions: Why Adopt the Agambenian Characterization of Philosophy for Children?  - David I. Backer

Opening Minds Through Improvisation - Susan Verducci

Response: Open-Mindedness, Improvisation, and the Interplay Between Reason and Emotion - Katariina Holma

Paideia as Metanoia: Transformative Insights from the Monastic Tradition - Brett M. Bertucio

Response: Metanoia and the Erotic Catharsis of the Human Soul: The Full-SOUL Orgasm at the True, Deep “Common Core” of True, Deep Democratic Education - Bruce Novak

Restructuring Intellectual Authority: Affective Democratic Friction - Sally J. Sayles-Hannon

Response: Affective Democratic Friction: Promise and Predicament - Huey Li

“Immanence: A Life…”: An Educational Formula? - Florelle D'Hoest, Tyson Lewis

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