Philosophy of Education 2001

Editor: Suzanne Rice, University of Kansas

Table of Contents

Volume Editors PDF


Introduction PDF
Suzanne Rice xi-xiv

Presidential Essay

2001: A Philosophical Odyssey PDF
Nicholas C. Burbules 1-14
Response: A Monstrous Manifesto: "Philosophers of the World, Create!" PDF
Wendy Kohli 15-17
Response: Philosophy, Philosophizing, and Philosophical Change of Mind and Heart PDF
Harvey Siegel 18-22

Distinguished Invited Essay

Philosophical Tools for Technological Culture PDF
Larry A. Hickman 25-35
Response: Integrating Arts/Humanities and Sciences/Engineering PDF
Jim Garrison 36-40
Activist Challenges to Deliberative Democracy PDF
Iris Marion Young 41-55
Response: Deliberative Democracy and Justice PDF
Natasha Levinson 56-59
Response: Why Can't We Have It All? PDF
Emily Robertson 60-63

Featured Essays

On Not Knowing the Other, or Learning from Levinas PDF
Sharon Todd 67-74
Response: Learning from Levinas: The Provocation of Sharon Todd PDF
Paul Standish 75-77
Civility and Its Discontents: Sexuality, Race, and the Lure of Beautiful Manners PDF
Cris Mayo 78-87
Response: Agent Provocateuse PDF
Audrey Thompson 88-91
From Reflective Practice to Practical Wisdom: Three Models of Liberal Teacher Education PDF
Chris Higgins 92-99
Response: Exposure and Expertise: Philosophy for Teacher Education PDF
Deborah Kerdeman 100-103


The Fool's Pedagogy: Jesting for Liminal Learning PDF
Timothy McDonough 107-115
Response: The Importance of Being Foolish PDF
David Blacker 116-119
On Transgression, Moral Education, and Education as a Practice of Freedom PDF
Ronald David Glass 120-128
Response: When Should We Transgress? PDF
Nel Noddings 129-131
Africana Slave Religious Thought and the Philosophy of Education PDF
Stephen Nathan Haymes 132-140
Response: An Invitation to Africana Philosophy of Education PDF
Kathy Hytten 141-143
Education for the Gleam of Light: Emerson's Transcendentalism and its Implications for Contemporary Moral Education PDF
Naoko Saito 144-152
Response: The Emerson Nobody Wants to Buy PDF
Rene V. Arcilla 153-156
Silences and Silencing Silences PDF
Huey-li Li 157-165
Response: The Challenge of Interpreting Silence in Public Spaces PDF
Megan Boler 166-169
Constructing Sympathy's Forge: Empiricism, Ethics, and Environmental Education in the Thought of Liberty Hyde Bailey and John Dewey PDF
John P. Azelvandre 170-178
Response: Historicizing Dewey? PDF
Lynda Stone 179-180
Pedagogy of the Other: A Levinasian Approach to the Teacher-Student Relationship PDF
Clarence W. Joldersma 181-188
Response: Asymmetry and the Pedagogical I-Thou PDF
Ann Chinnery 189-191
MacIntyre and the Catch-22 of Aristotelian Moral Education PDF
Daniel Vokey 192-199
Response: Dwelling with Uncertainty in the Moral Life PDF
David T. Hansen 200-203
Learning about Scientific Methodology and the "Big Picture" of Science: The Contribution of Pendulum Motion Studies PDF
Michael R. Matthews 204-213
Response: Philosophy or Science? PDF
Stephen P. Norris, Connie A. Korpan 214-216
Political Theory and the Teaching of Creationism PDF
Francis Schrag 217-225
Response: Is There Room for Religious Subject Matter in Public School Curricula? PDF
Evelyn Sears 226-228
Foucault and the Care of the Self: Educating for Moral Action and Mental Illness PDF
Laura K. Kerr 229-237
Response: The Psychotropic Boundaries of Self-Formation PDF
Kal Alston 238-240
Philosophers at the Policy Table: A Theory of Schooling Confronts Real School Reform PDF
Megan Jessiman 241-251
Response: Complexities of School Reform PDF
Walter Feinberg 252-254
A Law-like Statement of Dewey's Views on Pedagogy PDF
Greg Seals 255-261
Response: Educational Science and Meaningful Relationships PDF
Frank Margonis 262-264
I Am the Missing Pages of the Text I Teach: Gadamer and Derrida on Teacher Authority PDF
Charles Bingham 265-272
Response: Saving the "Orphan" Text from the Teacher the Father PDF
Zelia Gregoriou 273-275
John Dewey, Eros, Ideals, and Collateral Learning: Toward a Descriptive Model of the Exemplary Teacher PDF
Ronald Lee Zigler 276-284
Response: The Education of Eros and Collateral Learning in Teacher Education PDF
Jim Giarelli 285-287
Thou's Sacred Ways: A Case of Relational Learning for Democratic Self-Formation PDF
Cherlyn M. Pijanowski 288-296
Response: Martin Buber's "Sacred" Way and Moral Education PDF
Walter Okshevsky 297-299
Addressing Persistent Forms of Oppression in a Liberal Democracy: A Cultural Approach to Multiculturalism PDF
Nisha Gupta 300-307
Response: Pride and Self-Respect in Unjust Social Orders PDF
Ann Diller 308-310
Education and the Meaning of Life PDF
Tapio Puolimatka, Timo Airaksinen 311-319
Response: The Meaning of Life as an Ultimate Justification for Education PDF
Susan Laird 320-323
Is Political Education an Oxymoron? Hannah Arendt's Resistance to Public Spaces in Schools PDF
Aaron Schutz 324-332
Response: Hannah Arendt on the Relationship Between Education and Political Action PDF
Natasha Levinson 333-336
Inclusion and Objectivity: Helen Longino's Feminist Theory of Scientific Inquiry PDF
Jon A. Levisohn 337-345
Response: Claiming to Know: Objectivity, Truth, and Science PDF
Christine McCarthy 346-348
Teaching in Response PDF
Barbara S. Stengel 349-357
Response: Teaching in Relation PDF
John Covaleskie 358-360
Public Deliberation, Communication across Difference, and Issues-Based Service Learning PDF
Heather M. Voke 361-369
Response: Who Will Educate the Educators? PDF
Barbara E. Houston 370-372
John Dewey's Pragmatism and Moral Education PDF
Shulamit Gribov 373-380
Response: A Case for Dewey's Moral Theory PDF
Jeanne M. Connell, James Scott Johnston 381-384
Enlightened and Eloquent: Augustine on Education PDF
Timothy S. Valentine 385-393
Response: Augustinian Learning and Understanding PDF
David Carr 394-396
Some Initial Steps Toward a Much-needed Critical Epistemological Realism in Mathematics and Science Education PDF
Dennis Lomas 397-404
Response: Introducing Young Citizens to Science and Mathematics PDF
James E. McClellan, Jr. 405-408
Response: Tempering Relativism in the Epistemological Forges of the Second Millenium: Temporary Hardness States for Pedagogic Realism PDF
Ames Brown 409-411
Locating Oneself, Self 'I'-dentification and the Trouble with Moral Agency PDF
Barbara Applebaum 412-422
Response: Locating Oneself: A Plea for more Critical Awareness PDF
James Scott Johnston 423-425
The Interdependence of Representation and Action PDF
Stanton Wortham 426-434
Response: Learning to See the Cheese in Front of Your Nose PDF
Pradeep A. Dhillon 435-437
A Friendly Critique of a Child's Right to an Open Future PDF
Bertram Bandman 438-445
Response: Wisconsin v. Yoder and the Relationship between Individual and Group Rights PDF
Dale T. Snauwaert 446-448

ISSN: 8756-6575