Philosophy of Education 1999

Editor: Randall Curren, University of Rochester

Table of Contents

Volume Editors PDF


Introduction: Philosophy of Education at the Millennium PDF
Randall Curren ix-xiii

Presidential Essay

The Value of Reason: Why Not a Sardine Can Opener? PDF
Emily Robertson 1-14
Response: Who Thinks Like This? PDF
Audrey Thompson 15-18
Response: Keep Hope Alive PDF
James E. McClellan, Jr. 19-21

Distinguished Invited Essay

Caring versus the Philosophers PDF
Michael Slote 25-35
Response: Two Concepts of Caring PDF
Nel Noddings 36-39

Featured Essays

Education, Punishment, and Responsibility PDF
Charles Howell 43-51
Response: The Responsibility Theory of Punishment PDF
Peter J. Markie 52-56
Making a Place for the Good in Educational Deliberations PDF
Karl Hostetler 57-65
Response: Perfectionism and Neutrality PDF
Kenneth A. Strike 66-69
Shared Values and Particular Identities in Anti-Racist Education PDF
Lawrence Blum 70-77
Response: Moral Identities and Moral Ambiguity PDF
Natasha Levinson 78-83
On the Socratic Method PDF
Ignacio L. Gotz 84-92
Response: Pragmatism Rescues Socrates PDF
Robert R. Sherman 93-95


Relational Pedagogy Without Foundations: Reconstructing the Work of Paulo Freire PDF
Frank Margonis 99-107
Response: Re-Reading Paulo Freire PDF
James M. Giarelli 108-110
Derrida's Le monolinguisme de l'autre: Linguistic Educational Rights PDF
Denise Egea-Kuehne 111-120
Response: The Language of Indigenous Others: The Case of Maori in New Zealand PDF
James D. Marshall 121-125
Moral Education for Contemporary Democracy PDF
Victor L. Worsfold 126-133
Response: "Being Equal versus Becoming Equal: Some Tensions" PDF
Stacy Smith 134-137
A Common Ground: How McDowell's Recourse to Hegelianism Indicates the Potential for a Rapprochement Between Philosophies of Mind and Education PDF
E. James Cunningham 138-146
Response: Integrating Philosophies of Mind and of Education PDF
Kenneth R. Westphal 147-152
Self-Expression PDF
John Gingell 153-160
Response: Self-Expression: Problems of Expression, Problems of Self PDF
Sharon Bailin 161-164
Girls Want to Walk in the Sun PDF
Colette Gosselin 165-175
Response: The Ghosts of our Sisters: "Each Life Has Its Place" PDF
Jaylynne N. Hutchinson 176-180
Shame and Moral Formation PDF
John F. Covaleskie 181-188
Response: Thinking About Shame PDF
Betty A. Sichel 189-191
Educating Gifted Children PDF
Laura Purdy 192-199
Response: Justifying Education for the Gifted PDF
Barry Bull 200-203
Is Teaching a Skill? PDF
David Carr 204-212
Response: There are Skills and There are Skills PDF
Allen T. Pearson 213-216
Teaching and the Sense of Tradition: A Nontraditionalist Perspective PDF
David T. Hansen 217-225
Response: Teaching and its Traditions PDF
Paul Farber 226-229
Organization Theory and Ethics PDF
Eric Bredo 230-238
Response: Must Dewey Duel Dualisms Forever? PDF
Gary D. Fenstermacher 239-241
Test Reliability: A Practical Exemplification of Ordinary Language Philosophy PDF
Robert H. Ennis 242-248
Response: Trustworthiness and Consistency PDF
Stephen P. Norris 249-252
Empathy and Morality PDF
Susan Verducci 253-260
Response: The Role of Sympathy in Kant's Philosophy of Moral Education PDF
Michael B. Mathias 261-265
Habermas, Arendt, and the Tension Between Authority and Democracy in Educational Standards: The Case of Teaching Reform PDF
Aaron Schutz, Pamela A. Moss 266-275
Response: Re-engineering the Teaching Profession PDF
Paul A. Wagner 276-280
Liberalism, Communitarianism, and Moral Education PDF
Edward Sankowski 281-289
Response: Two Views of "Taking Community Seriously" PDF
Jeffrey Douglas Jones 290-293
Constructivism, Knowledge, and Manipulation PDF
Tapio Puolimatka 294-301
Response: The Two Essays of Tapio Puolimatka: A Double-Barreled Response PDF
D.C. Phillips 302-306
On Good Authority or is Feminist Authority an Oxymoron? PDF
Barbara Applebaum 307-317
Response: Shifting the Authority Project PDF
Maureen Ford 318-321
Assessing Paul Ernest's Application of Social Constructivism to Mathematics and Mathematics Education PDF
Dennis Lomas 322-329
Response: Social Constructivism and Mathematics Education: Some Comments PDF
Michael R. Matthews 330-341
Caring as a Democratic Virtue PDF
Maughn Gregory 342-351
Response: Caring as an Undemocratic Virtue PDF
Daniel Vokey 352-355
Gender Disidentification: The Perils of the Post-Gender Condition PDF
Cris Mayo 356-364
Response: Growing the Problem of "Sexual Harassment": Unintended Consequences PDF
Suzanne Rice 365-367
Love, Jazz, and a Sense of the Holy: Conceptualizing the Teacher in Toni Morrison's Beloved PDF
Jeffrey Ayala Milligan 368-376
Response: Reflections on "Love, Jazz, and a Sense of the Holy" PDF
Maxine Greene 377-379
The Good, the Bad, and the Pedophile PDF
Jan Steutel, Ben Spiecker 380-388
Response: Moral Education and the Limits of Virtue PDF
Kristen A. Grace, Craig Vivian 389-392

ISSN: 8756-6575