Philosophy of Education 2000

Editor: Lynda Stone, University of North Carolina at Chapel Hill

Table of Contents

Volume Editors PDF


Post-Millennial PES: Introduction to Philosophy of Education at 2000 PDF
Lynda Stone xi-xix

Presidential Essay

What a Long Strange Trip Its Been, or, The Metaphysics of Presence: Derrida and Dewey on Human Development PDF
Jim Garrison 1-10
Response: On the Metaphysics of Presence PDF
James M. Giarelli 11-14
Response: To Be of Use: The French Connection PDF
Mary Leach 15-18

Featured Essays

New Technologies/New Literacies: Reconstructing Education for the New Millennium PDF
Douglas Kellner 21-36
Response: Why Philosophers of Education Should Care About Technology Issues PDF
Nicholas C. Burbules 37-41
The Place of Ideals in Teaching PDF
David T. Hansen 42-50
Response: Teaching Without Ideals? PDF
Emily Robertson 51-54
Self-Creation or Choosing the Self: A Critique of Richard Rorty's Idea of Democratic Education PDF
Patricia Rohrer 55-62
Response: Rohrer and Rorty: The Contingency of Desire PDF
Al Neiman 63-66
Levinas and Ethical Agency: Toward a Reconsideration of Moral Education PDF
Ann Chinnery 67-74
Response: Levinas and Moral Education PDF
Gert J.J. Biesta 75-77


In Plato's Cave: Philosophical Counseling and Philosophers of Education PDF
David P. Ericson 81-89
Response: What Good is Philosophy? PDF
Rob Reich 90-93
Kant's Catechism for Moral Education: From Particularity Through Universality to Morality PDF
Walter Okshevsky 94-102
Response: The Missing Voice of the Student: Kant's Monologue on Morality PDF
Thomas Fuhr 103-105
The Concept of the Learned Multitude PDF
Tapio Puolimatka 106-114
Response: Nietzschean Doubts, Wittgensteinian Musings PDF
Paul Smeyers 115-117
Teacher as Sadist, and the Duality of Self and Other PDF
Gayle M. Turner 118-127
Response: Sartre's Sadism and Grace in Teaching PDF
Ann Diller 128-130
Private Interests or Public Goods: Dewey, Rugg, and their Contemporary Allies on Corporate Investment in Educational Reform Initiatives PDF
Kathleen Knight Abowitz, Deron Boyles 131-139
Response: Democracy and Capitalism PDF
John F. Covaleskie 140-142
The Structure of Dewey's Scientific Ethics PDF
Matt Pamental 143-150
Response: Understanding Dewey's Ethics PDF
Eric Bredo 151-154
Perfecting Democracy through Holistic Education: Dewey's Naturalistic Philosophy of Growth Reconsidered PDF
Naoko Saito 155-163
Response: Before Objectivism and Relativism: Dewey on the Meaning/s of Growth PDF
David Granger 164-167
Doxastic Freedom in John Dewey's School PDF
Greg Seals 168-176
Response: Doxastic Freedom and Varieties of Group Belief PDF
David Carr 177-179
Thinking Together as One: Freire's Rewriting of Husserl PDF
Eduardo Manuel Duarte 180-188
Response: On the Road from Husserl to Freire PDF
Emanuel I. Shargel, Michael J. Dwyer 189-191
Reading Mann and Cubberly on the Myth of Equal Educational Opportunity: A Barthesian Critique PDF
James Palermo 192-200
Response: The Reality of Myth: Tracing the Signifier Beyond Barthesian Formalism PDF
Inna Semetsky 201-204
A Twitch Upon the Thread: Levinas, the Conscience of Teaching, and the Teaching of Conscience PDF
Julian M. Edgoose 205-212
Response: Levinas: Teaching "Conscience" and the Other PDF
Denise Egea-Kuehne 213-216
Iris Murdoch's Notion of Attention: Seeing the Moral Life in Teaching PDF
Susan McDonough 217-225
Response: Emotion, Perception, and Virtue PDF
Suzanne Rice 226-228
A Philosophical Inquiry into Literary Texts: An Interpretation of Martha Nussbaum and Love's Quest for Self-Improvement in the Phaedrus PDF
Anna Fishbeyn 229-237
Response: Literature's Place in Philosophy: Challenging Disciplinarity PDF
Zelia Gregoriou 238-241
What Does It Mean to Transform Education? PDF
Estelle R. Jorgensen 242-252
Response: Estelle Jorgensen's Vision of "Transformation" PDF
Sophie Haroutunian-Gordon 253-257
On Making Things Difficult for Learners PDF
Hunter McEwan 258-266
Response: No Pain, No Gain? PDF
Robert E. Floden 267-270
Educational Philosophy as Liberal Teacher Education: Charting a Course Beyond the Dilemma of Relevance PDF
Chris Higgins 271-279
Response: Relevance, Pluralism, and Philosophy of Education PDF
Harvey Siegel 280-282
Educational Adequacy as a Distributive Principle PDF
Charles Howell 283-291
Response: Compel Rather Than Inspire: Moral Implications of Adequacy Litigation PDF
A.G. Rud, Jr. 292-293
The Relationship between Self-Determination, the Social Context of Choice, and Authenticity PDF
Michele S. Moses 294-302
Response: Helping Adolescents Grow: Issues of Autonomy, Authenticity, and Identity Formation PDF
Michael S. Katz 303-306
On the Meaning and Necessity of a White, Anti-Racist Identity PDF
Barbara Applebaum, Erin Stoik 307-316
Response: Vertigo at the Heart of Whiteness PDF
Cris Mayo 317-320
All Speech is Not Free: The Ethics of "Affirmative Action Pedagogy" PDF
Megan Boler 321-329
Response: The Ethics of "Affirmative Action Pedagogy" PDF
Suzanne deCastell 330-334
When is Teaching Caring Good? PDF
J. Theodore Klein 335-342
Response: The Teacher's Blind PDF
Susan Verducci 343-345
"They Like Me, They Really Like Me!" Critically Examining my Desire to be Loved by my Students PDF
Hilary E. Davis 346-353
Response: A Playful Mis-reading of Desire PDF
Maureen Ford 354-356
When is Guilt More Than Just a Petty Face? Moving from Liberal Guilt Toward Reparation and Responsibility in Education PDF
Sharon Todd 357-364
Response: Guilt and Education PDF
Mary Bryson 365-368
Science Education: Constructing a True View of the Real World? PDF
Christine McCarthy, Evelyn Sears 369-377
Response: The Language Games of Science and Philosophy: Bridges Rather than Anchors PDF
M. Jayne Fleener 378-382
A Queasy Scholar Considers Cultural Studies in the United States PDF
Jaylynne N. Hutchinson 383-390
Response: On the Importance of Being Queasy PDF
Kathy Hytten 391-393
Bioregionalism and Global Education: Exploring the Connections PDF
Huey-li Li 394-403
Response: Re-Coupling Place and Time: Bioregionalism's Hope for Situated Education PDF
Dilafruz R. Williams 404-407

ISSN: 8756-6575