Philosophy of Education 2005

Editor: Kenneth R. Howe, University of Colorado

Table of Contents

Volume Editors PDF
  i

Introduction

Introduction PDF
Kenneth R. Howe xi-xvi

Presidential Essay

When Is Philosophy of Education? PDF
Robert E. Floden 1-13
Response: When "When?" May Not Be Enough PDF
Gary D. Fenstermacher 14-16
Response: When Do We Do What We Are? PDF
David T. Hansen 17-20

Distinguished Invited Essay

Moral Reasoning, Moral Pluralism, and the Classroom PDF
Martin Benjamin 23-36
Response: Out Beyond Wide Reflective Equilibrium PDF
Ann Diller 37-40
Response: "Oh, Hull. Let's go rafting!" Two Kinds of Moral Pluralism PDF
Kenneth A. Strike 41-45

Featured Essays

Avoiding Philosophy's "Bipolar Disorder": Elgin's Revision of Epistemology PDF
Nakia S. Pope 49-56
Response: Pragmatism, Historicism, and/or Reflective Equilibrium PDF
Catherine Z. Elgin 57-59
Philosophers as Unreliable Narrators PDF
Audrey Thompson 60-68
Response: And That's the Way It Is: Explorations of Philosophical Authority PDF
Kathleen Knight Abowitz 69-71
Educating for More (and Less) Than Intelligent Belief or Unbelief: A Critique of Noddings's Vision of Religion in Public Schools PDF
Robert Kunzman 72-80
Response: Beyond Belief? PDF
Nel Noddings 81-83

Essays

Multicultural Education, Peace, and Democracy: Considerations of Civic Education in Wartime PDF
Sigal R. Ben-Porath 87-95
Response: Intercultural Forgiveness: The Conditions for the Possibility of Peace PDF
Timothy B. McDonough 96-98
Political Agency and the Classroom: Reading John Dewey and Judith Butler Together PDF
Sarah M. McGough 99-107
Response: Reading Butler with Dewey (and Vice Versa?) PDF
John E. Petrovic 108-111
A Pragmatist Conception of Creative Listening to Emotional Expressions in Dialogues Across Difference PDF
Jim Garrison 112-120
Response: A Different Difference? PDF
Rene V. Arcilla 121-124
Teaching Professional Ethics to Educators: Assessing the "Multiple Ethical Languages" Approach PDF
Daniel Vokey 125-133
Response: Ethical Teachers: Ethical People PDF
John F. Covaleskie 134-136
The Student Error PDF
Alexander M. Sidorkin 137-145
Response: Saving Us from Sentimentality PDF
Frank Margonis 146-148
On "Glass Snakes," White Moral Responsibility, and Agency Under Complicity PDF
Barbara Applebaum 149-157
Response: The Problem of Misplaced Focus, or More About Me PDF
Kathy Hytten 158-160
Democratic Education and Social Learning Theory PDF
Charles Howell 161-170
Response: Deliberative Democracy and Moral Development PDF
Scott Fletcher 171-174
Mind the (Love) Gap: Love and Negativity in Educational Thought PDF
James Stillwaggon 175-181
Response: Misreading and Rereading "The Love Gap" PDF
Susan Laird 182-185
Education and Pragmatic Realism PDF
Frederick S. Ellett, Jr., David P. Ericson 186-194
Response: Ellett and Ericson Meet Pirandello, Or, Six Subplots in Search of a Theme PDF
D.C. Phillips 195-199
Cold Case: Reopening the File on Tolerance in Teaching and Learning Across Difference PDF
Ann Chinnery 200-208
Response: Tolerance in Character and the Character of Tolerance PDF
Suzanne Rice 209-211
Deconstructing the Experience of the Local: Toward a Radical Pedagogy of Place PDF
Claudia Ruitenberg 212-220
Response: Quandaries of Place (-Based Education) PDF
Maureen Ford 221-224
Incommensurability, Interpretation, and Educational Research PDF
Chris Hanks 225-233
Response: Incommensurability and Educational Research PDF
David P. Ericson 234-237
Pedagogical Responsibility and the Third: Levinasian Considerations for Social Justice Pedagogies PDF
Matt Jackson 238-246
Response: Theodore Sizer's Horace, Levinas, and Pedagogy for Social Justice PDF
Kevin Gary 247-249
Cultural Cosmopolitanism and Civic Education PDF
M. Victoria Costa 250-258
Response: Are We All Cosmopolitans Now? A Reply to Costa PDF
Eamonn K. Callan 259-262
Egregiously Conflated Concepts: An Examination of "Toleration as Recognition" PDF
Josh Corngold 263-271
Response: Choice Versus Equal Opportunity: On What Toleration Requires in the Case of the Hijab in French Schools PDF
Liz Jackson 272-274
Poetically Dwelling with the Veil: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy PDF
Rodino F. Anderson 275-283
Response: The Intellectual, Moral, and Aesthetic Dimensions of W.E.B. Du Bois's Educational Philosophy PDF
Stephen Nathan Haymes 284-286
Postcolonial Pragmatism? Ethno-Religious Conflict and Education in Postcolonial Spaces PDF
Jeffrey Ayala Milligan 287-295
Response: Can Pragmatism Assuage Ethno-Religious Conflict? PDF
Michael S. Merry 296-298
Teaching and Learning in Wittgenstein's Philosophic Method PDF
Jeff Stickney 299-307
Response: Learning and the Limits of Doubt PDF
Nicholas C. Burbules 308-310
Education for Deliberative Character: The Problem of Persistent Disagreement and Religious Individuals PDF
Anne Newman 311-320
Response: Inclusion, Power, and Democratic Deliberation PDF
Michele S. Moses 321-323
Education and "Mind Games" PDF
Shelby Sheppard 324-332
Response: Situating the "Mind Game": Some Limits of and Modest Hopes for Cognitive Science PDF
Kurt Stemhagen 333-335
"Practice": A Central Educational Concept PDF
Paul Smeyers, Nicholas C. Burbules 336-343
Response: How Is Practice Possible? PDF
Gert J.J. Biesta 344-346
Schools as Public Spaces: The Tensions and Resources of Arendt PDF
Terri S. Wilson 347-355
Response: The Arendtian Social in Triumph over the Public and Private in Consumer Society PDF
Deron Boyles 356-358
Educational Theory as a Form of Symbolic Action PDF
Haithe Anderson 359-367
Response: Social Problems as Lived Experience: A Response to Educational Theory as a Form of Symbolic Action PDF
Emery J. Hyslop-Margison 368-370
Deconstructing Privilege: A Contrapuntal Approach PDF
Jennifer Logue 371-379
Response: Privilege: What's It Good For? PDF
Jennifer Ng 380-382


ISSN: 8756-6575