Philosophy of Education 2009

Editor: Deborah Kerdeman, University of Washington, Seattle

Table of Contents

Volume Editors PDF


Engaging with Others: Philosophy of Education 2009 PDF
Deborah Kerdeman, xi-xvi

Presidential Essay

Walking with Diogenes: Cosmopolitan Accents in Philosophy and Education PDF
David T. Hansen 1-13
Response: Failing to Cosmopolitanize Diogenes in Montréal: A Peripatetic Excursion PDF
Luise Prior McCarty 14-17
Response: Accommodating Cosmopolitanism PDF
Shirley Pendlebury 18-22

Distinguished Invited Essay

Art, Education, and Witness; Or, How to Make Our Ideals Clear PDF
Paul C. Taylor 25-38
Response: Aesthetic Criticism, Interpretation, and the Creation of Ideals PDF
Sharon Bailin 39-42
Response: Uncovering Racialized Perceptions: Obstacles and Antidotes PDF
Ann Diller 43-47

Featured Essays

Can There Be Pluralism Without Conflict? PDF
Sharon Todd 51-59
Response: Conflict and Self-Formation PDF
Walter Feinberg 60-62
Moral Education in the “Badlands” PDF
Francis Schrag 63-71
Response: Glass Combat Boots PDF
Audrey Thompson 72-74
Becoming Philosophical in Educational Philosophy: Neither Emma nor the Art Connoisseur PDF
Charles Bingham 75-83
Response: Among All the Philosophers, Is There a Philosopher? PDF
Chris Higgins 84-87


The Moral and Organizational Implications of Cheating in College PDF
Charles Howell 91-100
Response: Reframing Academic Honesty PDF
A.G. Rud 101-103
From Senge to Habermas: Reconceiving “Discourse” for Educational Learning Organizations PDF
Darron Kelly 104-112
Response: Habermas, Educational Administration, and the Crisis of Legitimation PDF
James M. Giarelli 113-116
Constructions of Parents and Languages of Parenting PDF
Judith Suissa 117-125
Response: A Broader Definition of Home-School Collaboration PDF
Josh Corngold 126-128
Guarding and Transmitting the Vulnerability of the Historical Referent PDF
Mario Di Paolantonio 129-137
Response: How Can We Enact Our Responsibility to the Historical Referent? PDF
Jon A. Levisohn 138-140
The Courage of Dialogue PDF
Séamus Mulryan 141-148
Response: A Dialogue on Courage: Moral Education in Gadamerian Conversation PDF
Dini Metro-Roland 149-152
Should the Debate About Compulsory Schooling Be Reopened? A Fully Semiotic Perspective PDF
Andrew Stables 153-162
Response: Compulsory Schooling: Shifting the Focus on Particular Issues PDF
Paul Smeyers 163-165
The Teacher’s Gift of Sacrifice as the Art of the Self PDF
Darryl M. De Marzio 166-173
Response: A Teacher’s Gift of Sacrifice: How Can We Give It? PDF
Haroldo Fontaine 174-176
By the People, for the People: Interrogating the Education-Policy-by-Ballot-Initiative Phenomenon PDF
Michele S. Moses 177-186
Response: Putting Principles Before Process: Why Education Ballot Initiatives Should Really Bother Us PDF
Anne Newman 187-190
John Dewey: A Case of Educational Utopianism PDF
Alexander M. Sidorkin 191-199
Response: Dewey as Utopian: Labor Versus Leisure, Mass Media as Democratic Education, and the Future of Public Schooling PDF
Kurt Stemhagen 200-203
The Democracy of the Flesh: Laughter as an Educational and Public Event PDF
Joris Vlieghe, Maarten Simons, Jan Masschelein 204-212
Response: Taking Laughter Seriously PDF
Barbara Houston 213-216
Abstract Art as Alternative to Multiculturalist Education PDF
René V. Arcilla 217-224
Response: Arcilla on Art and Multiculturalism PDF
Hanan A. Alexander 225-227
Civility, Tact, and the Joy of Communication PDF
Megan Laverty 228-237
Response: Civil Occasions: Polished Surfaces, Hard Grace, Wit, and Tact PDF
Cris Mayo 238-240
Teaching to Save the World: Avoiding Circles of Certainty in Social Justice Education PDF
Doris Santoro 241-249
Response: In the Time of Thinking Differently PDF
Eduardo M. Duarte 250-252
Cosmopolitan Education and Its Discontents PDF
Leonard J. Waks 253-262
Response: Cosmopolitan Education and Responsible World-Building PDF
Ann Chinnery 263-265
Giving Place to Unforeseeable Learning: The Inhospitality of Outcomes-Based Education PDF
Claudia Ruitenberg 266-274
Response: Imagining Educationally Hospitable Schooling PDF
Donna H. Kerr 275-278
Finding Perfect Pitch: Reading Perfectionist Narrative with Stanley Cavell PDF
Naoko Saito 279-287
Response: A Pitch of Education PDF
Paul Standish 288-290
From the Courtroom to the Voting Booth: Defending Affirmative Action in Higher Education Admissions PDF
Clifton S. Tanabe 291-300
Response: Defending the Defenders of Affirmative Action in Higher Education PDF
Jason Blokhuis 301-304
Evolution, Creationism, and Fairness: Equal Time in the Biology Classroom? PDF
Bryan R. Warnick 305-313
Response: A Framework for Thinking About the “Principle of Curricular Fairness” PDF
Natasha Levinson 314-316
Public Education and the Aesthetic Dimension of Strauss’s Theologico-Political Problem PDF
Jon Fennell 317-325
Response: Three Aesthetic Ideals: The Philosopher, the Prophet, and the Pluralist PDF
Kevin Gary 326-328
On Positive Rights and Duties: What Can “Thin” Universalizability Tell Us About the Moral Content of Educational Policies? PDF
Christopher Martin 329-337
Response: Not So Thin: Education as an Ambiguous Moral Practice PDF
Huey-li Li 338-340
Caring as an Epistemic Relationship: Noddings, Peirce, and Triadic Caring PDF
Peter Nelsen 341-349
Response: Caring’s “Third”: Exploring and Expanding Radical Potential PDF
Barbara S. Stengel 350-353
On the Weakness of Education PDF
Gert Biesta 354-362
Response: “Subjectification”: Biesta’s Strong Link to Education PDF
Denise Egéa-Kuehne 363-366
Reason-Giving Versus Truth-Seeking: Reconceptualizing Indoctrination in Education PDF
Barbara Peterson 367-374
Response: How to Make Our Ideas of Indoctrination Clear PDF
Eric Bredo 375-378
Exploring Pedagogical Possibilities for a Nonviolent Consciousness PDF
Karen Sihra, Helen M. Anderson 379-387
Response: Nonviolent Consciousness and the Pedagogy of Peace: Further Territories to Explore PDF
Daniel Vokey 388-391
Idealism Revisited: Michael Oakeshott’s “Conversation” and the Question of Being-Together PDF
Trent Davis 392-399
Response: A Conversation Unrealized, or Unrealizable? Davis on Oakeshott and the Future of Philosophy of Education PDF
Andrea English 400-402
The DDI, ESK, and ME: Troubling the Epistemology of the Dominant Discourse on Indoctrination via Feminist Epistemologies of Situated Knowledges PDF
James C. Lang 403-412
Response: Expanding the Discourse on Feminist Epistemologies PDF
Barbara J. Thayer-Bacon 413-416
“Somaesthetics,” Education, and Disability PDF
Michael Surbaugh 417-424

ISSN: 8756-6575