Philosophy of Education 2015

Editor: Eduardo Duarte, Hofstra University

Table of Contents

Volume Editors 2015 PDF


Philosophy, Soul Music, and the Learning Community Blues: Making Philosophy of Education in Memphis, TN PDF
Eduardo Duarte iii-x

Presidential Essay

Opting Out of Neocolonial Relationality PDF
Frank Margonis 1-13
Response: Changing Systems or Relationships? Responding to Neocolonial Violence PDF
Kathy Hytten 14-16
Response: On Responsibility and Phenomenological Methodology: Carving Critical Principles Out of Neocolonial Relations PDF
Troy Richardson 17-21

Distinguished Invited Essay

Philosophy, Education, and After-the-Lynching Blues PDF
Bill E. Lawson 22-41
Response: Requiring of Us a Song: Longing, Hard Listening, and the Blues PDF
Audrey Thomspon 42-45

Featured Essays

Teacher Formation and the Epistemic Suppression of Borinquen PDF
Ariana Stokas-Gonzalez 46-54
Response: Native Elites and Nationalism: Reflections on I/indigenous Epistemologies and Decolonization PDF
Troy Richardson 55-57
Lines of Tension, Rays of Light: An Autotheography PDF
Samuel D. Rocha 58-66
Response: In Praise of the Secular PDF
Natasha Levinson 67-70
The Rhythm and Blues of Indebted Life: Notes on Schools and the Formation of the Indebted Man PDF
Jason Wozniak 71-80
Response: Forever in Your Debt PDF
Alexander M. Sidorkin 81-83


Blues and the Pedagogical Subject PDF
Andrew Scheiber 84-92
Response: The Pedagogical Subject and Liberal Learning PDF
Jane Blanken-Webb 93-95
When Nothing Happens: Autos, Autism, and “Disabled” Technology PDF
Glenn M. Hudak 96-104
Response: On Purposes and Intentions: Doing the Work of Challenging Ableism in Education PDF
Ashley Taylor 105-108
The Metaphysical Blues and the Juke Joint of Ideas PDF
David L. Mosley 109-111
Response: Singing the Blues: Disorderly Mutic Repetitions in the Juke Joint of Ideas PDF
Kirsten Locke 112-114
On Teaching Books, “Restricting Speech,” and the Promise of Education PDF
Mordechai Gordon 115-122
Response: The Dead End is a Starting Point: Teaching, Meaning-Making, and the Freedom to Experience PDF
Emily Sadowski 123-126
Demoralization and Teaching: Lessons from the Blues PDF
Jeff Frank 127-134
Response: “Something Funny” about Conserving Humanity and Teaching: Lessons from the Blues PDF
Doris A. Santoro 135-138
Learning to Teach: Developing Practical Wisdom with Reflective Teacher Narratives PDF
Cara Furman 139-148
Response: Reading and Reflection: Educators in Dialogue with Reflective Teacher Narratives PDF
Jessica Hochman 149-151
Education as Pharmakon: Plato and Derrida’s Dialectic on Learning PDF
Patrick McCarthy-Nielsen 152-158
Response: Writing and Pedagogy in Plato’s Phaedrus PDF
Avi I. Mintz 159-161
Imagining Ourselves in the Future: Toward an Existential Ethics for Teachers in the Accountability Era PDF
Kip Kline, Kathleen Knight-Abowitz 162-170
Response: A Few Relevant Ambiguities PDF
John Fantuzzo 171-174
Shared Learning and The Ignorant Schoolmaster PDF
Samir Haddad 175-182
Response: On the Logic of Learning and Relationality PDF
Charles Bingham 183-186
Dewey and Coltrane: A Study on Rhythm and Growth PDF
Jared Kemling 187-194
Response: Education and Rhythm: A Short Refrain PDF
Deborah Kerdeman 195-197
Angry People at an Empathy Conference PDF
Audrey Thompson 198-206
Response: Is There a Bartender in the House? PDF
Amy Shuffelton 207-210
Søren Kierkegaard’s Despair and Maya Angelou’s Blues: Pedagogy of Suffering PDF
Kevin Gary 211-219
Response: “Onstage They Ain’t Got No Roots Rock Rebel”: Kierkegaardian Despair and the Aesthetics of Black Suffering PDF
James Stillwaggon 220-223
Making Disability (Matter) in Philosophy of Education PDF
Ashley Taylor 224-232
Response: Aspirational Epistemological Flexibility: Some Movement Against Purity PDF
Cris Mayo 233-235
Empathy Blues at the Colonial Difference: Underrepresented Undergraduate Women in STEM PDF
Mary Jo Hinsdale 236-244
Response: Foucault, Biopower, and a Postcolonial Ethics of Mentoring in STEM Research PDF
Shaireen Rasheed 245-248
A Human Education? PDF
René V. Arcilla 249-257
Response: You Are Not the Writer I Imagined PDF
Claudia Ruitenberg 258-260
The Air Conditions of Philosophy of Education: Toward a Microsphereology of the Classroom Derek R. PDF
Derek R. Ford 261-268
Response: A Systems View of Classrooms PDF
Craig A. Cunningham 269-272
Counteracting Epistemic Totality and Weakening Mental Rigidities: The Antitotalitarian Nature of Wonderment PDF
Nassim Noroozi 273-283
Response: The Difficulties and Paradoxes of Interrupting Colonial Totalitarian Logicalities PDF
Vanessa Andreotti 284-288
Mousike and Bluegrass PDF
Julie Meadows 289-297
Response: Response to “Mousike and Bluegrass” PDF
Rodino Anderson 298-300
Knowing in Feeling PDF
Paul Standish 301-307
Response: Tuning In: Educating, Making Music, and Knowing in Feeling PDF
Michael Billingsley, James Giarelli, Mark Skaba 308-311
Technology, Attention, and Education PDF
David Lewin 312-320
Response: Online Education, God, and the Stance of the Nonbeliever PDF
Heather Greenhalgh-Spencer 321-324
Heidegger and the Nature of Social Learning PDF
Dan Fisherman 325-333
Response: An Authenticity Economy and the They in Education and in Philosophy of Education PDF
Doron Yosef-Hassidim 334-337
The End of the University? PDF
Michael Schapira 338-346
Response: Moving Beyond the Ideal/Nonideal Debate: A Call for Critical Reconstructive Philosophy PDF
Quentin Wheeler-Bell 347-350
An Element-ary Education PDF
LeAnn M. Holland 351-359
Response: Discomfort in the Elements, Discomfort in Schools: An Anthropocentric Response to an Anthropocentric Argument PDF
Bradley Rowe 360-362
“Absolute Modernity” or “the Fragments and the Ruins” of Culture: The School in the Time of the Detraditionalization PDF
Stefano Oliverio 363-371
Response: The Pedagogy of Cultural Despair PDF
Robbie McClintock 372-376
Theorizing Gifts and Gifting in Education Outside of Schooling PDF
Cecilia Diego 377-384
Response: The (Im)possible Gift of Education PDF
Denise Egéa 385-387
Pedagogy of Perplexity: Reimagining the Role of the Poetic in Education PDF
Rachel Longa 388-395
Response: Rediscovering the Poetic in Education PDF
James Owen 396-399
The Arrhythmic Blues: The Rhythm of Learning and How Humanity’s Natural Propensity for Arrhythmia May Doom Civilization PDF
Eli Kramer 400-407
Response: The Blues’ Ontology of Improvisation PDF
Reagan P. Mitchell 408-411
Indeterminateness and “Going Beyond”: Education, Dewey, and the Blues PDF
Vasco d'Agnese 412-419
Response: Habits of Improvisation: Towards a Freedom to Intelligently and Artfully Engage in an Uncertain World PDF
Carmen James 420-423
Philosophical Considerations on Teacher Presence PDF
Cristina Cammarano 424-431
Response: Teacher Presence: Extreme Dissonance and Subtle Tuning PDF
Sean Blenkinsop 432-435
Gifts from a Foreign Land: Lost in Translation and the Understanding of Other Cultures PDF
Naoko Saito 436-444
Response: Education as Finding the Other in Self PDF
Liz Jackson 445-447
Needing Not to Know: Ignorance, Innocence, Denials, and Discourse PDF
Barbara Applebaum 448-456
Response: Epistemologies of Resistance: Pluralism and Communities of Epistemic Criticism PDF
Jeff Edmonds, José Medina 457-460
Affect, Trust, and Dignity: Ontological Possibilities and Material Consequences for a Philosophy of Educational Resonance PDF
Walter Gershon 461-469
Response: Good Vibrations? An Educational Critique PDF
Gert Biesta 470-473
The Drama of the Leap: Kaspar Hauser Exits the Cave PDF
SunInn Yun 474-482
Response: In Dangerous Waters: On Language, Freedom, and Education PDF
Joris Vlieghe 483-485
The Passion of (Not) Teaching: An Agambenian Meditation on the Value of Philosophy with Children PDF
Igor Jasinksi 486-493
Response: Pauses for Questions: Why Adopt the Agambenian Characterization of Philosophy for Children? PDF
David I. Backer 494-496
Opening Minds Through Improvisation PDF
Susan Verducci 497-505
Response: Open-Mindedness, Improvisation, and the Interplay Between Reason and Emotion PDF
Katariina Holma 506-508
Paideia as Metanoia: Transformative Insights from the Monastic Tradition PDF
Brett M. Bertucio 509-517
Response: Metanoia and the Erotic Catharsis of the Human Soul: The Full-SOUL Orgasm at the True, Deep “Common Core” of True, Deep Democratic Education PDF
Bruce Novak 518-521
Restructuring Intellectual Authority: Affective Democratic Friction PDF
Sally J. Sayles-Hannon 522-531
Response: Affective Democratic Friction: Promise and Predicament PDF
Huey Li 532-534
“Immanence: A Life…”: An Educational Formula? PDF
Florelle D'Hoest, Tyson Lewis 535-543

ISSN: 8756-6575