Philosophy of Education 2003

Editor: Kal Alston, University of Illinois

Table of Contents

Volume Editors PDF


Introduction PDF
Kal Alston xi-xv

Presidential Essay

Listening - in a Democratic Society PDF
Sophie Haroutunian-Gordon 1-18
Response: Why Should We Listen? PDF
Nel Noddings 19-21
Response: Horizons of Listening PDF
David T. Hansen 22-25

Distinguished Invited Essay

The Idea of Moral Progress: Bush versus Posner versus Berlin PDF
Richard A. Shweder 29-56
Response: Value Pluralism and Moral Progress PDF
Harvey Siegel 57-59
Response: Philosophers Talk Back to Anthropologists PDF
Kal Alston 60-62
Response: Moral Progress: Practical Not Theoretical PDF
Leonard J. Waks 63-67
Response: Cutting Members: Culture and the Problems of Authenticity, Fetishization, and Memory PDF
Cris Mayo 68-73
Response: Liberal Pluralism? PDF
Rob Reich 74-75
Response: Reflection and Rationality PDF
Walter Feinberg 76-78

Featured Essays

Taking Narrative Seriously: Exploring the Educational Status of Story and Myth PDF
David Carr 81-89
Response: "Of Mortal Importance": Re-Educating the Imagination PDF
Susan Laird 90-93
Young Patriots or Junior Historians? An Epistemological Defense of Critical Patriotic Education PDF
Jon A. Levisohn 94-102
Response: Historia Pro Patria? PDF
Jim Giarelli, Benjamin Justice 103-106
On Pragmatism and the Consequences of Multiculturalism PDF
Haithe Anderson 107-115
Response: Is Multicultural Theory Relevant to Education? PDF
Maureen Stout 116-118


From Designer Identities to Identity by Design: Educating for Identity De/construction PDF
Claudia W. Ruitenberg 121-128
Response: Identity by Design: Some Epistemological and Control Issues PDF
Suzanne M. Jaeger 129-131
Revisiting an Old Predicament: Primacy of the Individual or the Community? PDF
Jose Mesa 132-140
Response: The Educative Community? PDF
Charles Bingham 141-145
Positivism, Skepticism, and the Attractions of "Paltry Empiricism": Stanley Cavell and the Current Standards Movement in Education PDF
David Granger 146-154
Response: Granger and Cavell Against Positivism: Considering the Quest for Certainty and Epistemology PDF
Deron R. Boyles 155-157
Pluralism, Justice, Democracy, and Education: Conflict and Citizenship PDF
Ronald David Glass 158-166
Response: The "Thick and Thin" of Democratic Morality PDF
Dale T. Snauwaert 167-169
Can Rationality Justify Itself? PDF
Jon M. Fennell 170-178
Response: Challenges to Rationality PDF
Francis Schrag 179-181
Education's Hope: Transcending the Tragic with Emerson, Dewey, and Cavell PDF
Naoko Saito 182-190
Response: Why Cavell's Philosophy Is Useless Against Tragedy PDF
Al Neiman 191-194
"As If We Were Called": Responding to (Pedagogical) Responsibility PDF
Barbara S. Stengel 195-203
Response: Cold Calling and the Wonderful World of Relations PDF
Alexander Sidorkin 204-207
Pulled Up Short: Challenges for Education PDF
Deborah Kerdeman 208-216
Response: Understanding Human Finitude: Educating for Insight PDF
Wendy Kohli 217-219
Not Your Average PTA: Local Education Foundations and the Problems of Allowing Private Funding for Public Schools PDF
Emily V. Cuatto 220-229
Response: Beyond the Missiles or Music Debate: Re-thinking Local Education Foundations PDF
Mark A. Hicks 230-232
The Conditions of Schefflerian Rationality in the Realm of Moral Education PDF
Katariina Holma 233-241
Response: Scheffler's Third Way: A Useful Grounding for Moral Education PDF
Victor L. Worsfold 242-244
Radicalizing Democratic Education: Unity and Dissent in Wartime PDF
Sigal R. Ben-Porath 245-253
Response: Creating Spaces of Resistance to Counter Belligerent Citizenship: The Context of Teachers' Work PDF
Heather M. Voke 254-256
Resisting the Pedagogical Domestication of Cosmopolitanism: From Nussbaum's Concentric Circles of Humanity to Derrida's Aporetic Ethics of Hospitality PDF
Zelia Gregoriou 257-266
Response: Cosmopolitanism and/in Education: What Responsibilities Now for the Philosopher and the Teaching of Philosophy? PDF
Denise Egea-Kuehne 267-270
Dirty Hands in Classrooms PDF
Rebecca Lewis 271-279
Response: The Teacher's Place in the Moral Equation: In Loco Parentis PDF
Virginia Worley 280-282
Data, Phenomena, and Theory: How Clarifying the Concepts Can Illuminate the Nature of Science PDF
Michael R. Matthews 283-292
Response: Ideal or Real: What is the "Nature of Science?" PDF
Clare S. Leonard 293-295
The Path of Social Amnesia and Dewey's Democratic Commitments PDF
Frank Margonis 296-304
Response: The Past and Its Problems PDF
Nakia S. Pope 305-307
On the Learning of Responsibility: A Conversation between Carol Gilligan and John Dewey PDF
Colette Gosselin 308-315
Response: Dewey, Gilligan, and Gosselin on Learning Responsibility PDF
Ann Diller 316-318
The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Adventure PDF
Emery J. Hyslop-Margison 319-326
Response: The Virtue of Critical Thinking PDF
Sharon Bailin 327-329
Paley's Paradox: Educating for Democratic Life PDF
John F. Covaleskie 330-337
Response: Reconstructing Paradoxes of Democratic Education PDF
Walter C. Okshevsky 338-340
Mutual Understanding: The Basis of Respect...and Ethical Education PDF
Robert Kunzman 341-349
Response: Education and the Ethics of Respect PDF
Randall Curren 350-353
Education for Autonomy, Education for Culture: The Case of Ultra-Orthodox Jews in Israel PDF
Dana Howard 354-361
Response: Minimalist Autonomy and Haredi Education in Israel PDF
Natasha Levinson 362-364
Natality Seduced: Lyotard and the Birth of the Improbable PDF
Stephanie Mackler 365-372
Response: Reading Lyotard, on the Politics of the New PDF
James Palermo 373-375
"National Standards" vs the Free Standards of Culture: Matthew Arnold's Culture and Anarchy and Contemporary Educational Philistinism PDF
Bruce Novak 376-383
Response: "Oh, lift me as a wave, a leaf, a cloud!" Expanding the National Standards to Unshackle the Soul of Schools PDF
Ames T. Browne III 384-386
Anti-Racist Work Zones PDF
Audrey Thompson 387-395
Response: White Students and the Meaning of Whiteness PDF
Stephen Nathan Haymes 396-397
A Humean Model of Democratic Reasonableness PDF
David Blacker 398-407
Response: Democratic Passions, Despotic Pastimes PDF
Rene V. Arcilla 408-410
Religious Diversity, Education, and the Concept of Separation: Do Good Fences Make Good Neighbors? PDF
Jeffrey Ayala Milligan 411-419
Response: Religious Diversity, Education, and the Concept of Separation: Some Further Questions PDF
Lorraine Kasprisin 420-422
Responding to the Bottomlessness of Human Being PDF
Jim Garrison 423-431
Response: From Seigfried's Ghost to Raven's Tales: Conditions of Possibility for a Derridean Trickster PDF
Maureen Ford 432-435
Toward a Pragmatic/Contextual Philosophy of Mathematics: Recovering Dewey's Psychology of Number PDF
Kurt Stemhagen 436-444
Response: Where Logic meets Psychology: Dewey's Philosophy of Mind and Piaget's Genetic Epistemology PDF
Inna Semetsky 445-448
Inclusion Reconsidered PDF
Paul S. Collins 449-457
Response: How Special is Too Special for Inclusion in the Regular Classroom? PDF
Suzanne Rice 458-461

ISSN: 8756-6575