Editor: Deborah Kerdeman, University of Washington, Seattle
Table of Contents
Introduction
Presidential Essay
| Walking with Diogenes: Cosmopolitan Accents in Philosophy and Education |
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David T. Hansen |
1-13 |
| Response: Failing to Cosmopolitanize Diogenes in Montréal: A Peripatetic Excursion |
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Luise Prior McCarty |
14-17 |
| Response: Accommodating Cosmopolitanism |
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Shirley Pendlebury |
18-22 |
Distinguished Invited Essay
| Art, Education, and Witness; Or, How to Make Our Ideals Clear |
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Paul C. Taylor |
25-38 |
| Response: Aesthetic Criticism, Interpretation, and the Creation of Ideals |
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Sharon Bailin |
39-42 |
| Response: Uncovering Racialized Perceptions: Obstacles and Antidotes |
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Ann Diller |
43-47 |
Featured Essays
| Can There Be Pluralism Without Conflict? |
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Sharon Todd |
51-59 |
| Response: Conflict and Self-Formation |
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Walter Feinberg |
60-62 |
| Moral Education in the “Badlands” |
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Francis Schrag |
63-71 |
| Response: Glass Combat Boots |
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Audrey Thompson |
72-74 |
| Becoming Philosophical in Educational Philosophy: Neither Emma nor the Art Connoisseur |
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Charles Bingham |
75-83 |
| Response: Among All the Philosophers, Is There a Philosopher? |
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Chris Higgins |
84-87 |
Essays
| The Moral and Organizational Implications of Cheating in College |
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Charles Howell |
91-100 |
| Response: Reframing Academic Honesty |
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A.G. Rud |
101-103 |
| From Senge to Habermas: Reconceiving “Discourse” for Educational Learning Organizations |
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Darron Kelly |
104-112 |
| Response: Habermas, Educational Administration, and the Crisis of Legitimation |
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James M. Giarelli |
113-116 |
| Constructions of Parents and Languages of Parenting |
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Judith Suissa |
117-125 |
| Response: A Broader Definition of Home-School Collaboration |
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Josh Corngold |
126-128 |
| Guarding and Transmitting the Vulnerability of the Historical Referent |
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Mario Di Paolantonio |
129-137 |
| Response: How Can We Enact Our Responsibility to the Historical Referent? |
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Jon A. Levisohn |
138-140 |
| The Courage of Dialogue |
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Séamus Mulryan |
141-148 |
| Response: A Dialogue on Courage: Moral Education in Gadamerian Conversation |
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Dini Metro-Roland |
149-152 |
| Should the Debate About Compulsory Schooling Be Reopened? A Fully Semiotic Perspective |
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Andrew Stables |
153-162 |
| Response: Compulsory Schooling: Shifting the Focus on Particular Issues |
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Paul Smeyers |
163-165 |
| The Teacher’s Gift of Sacrifice as the Art of the Self |
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Darryl M. De Marzio |
166-173 |
| Response: A Teacher’s Gift of Sacrifice: How Can We Give It? |
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Haroldo Fontaine |
174-176 |
| By the People, for the People: Interrogating the Education-Policy-by-Ballot-Initiative Phenomenon |
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Michele S. Moses |
177-186 |
| Response: Putting Principles Before Process: Why Education Ballot Initiatives Should Really Bother Us |
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Anne Newman |
187-190 |
| John Dewey: A Case of Educational Utopianism |
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Alexander M. Sidorkin |
191-199 |
| Response: Dewey as Utopian: Labor Versus Leisure, Mass Media as Democratic Education, and the Future of Public Schooling |
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Kurt Stemhagen |
200-203 |
| The Democracy of the Flesh: Laughter as an Educational and Public Event |
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Joris Vlieghe, Maarten Simons, Jan Masschelein |
204-212 |
| Response: Taking Laughter Seriously |
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Barbara Houston |
213-216 |
| Abstract Art as Alternative to Multiculturalist Education |
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René V. Arcilla |
217-224 |
| Response: Arcilla on Art and Multiculturalism |
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Hanan A. Alexander |
225-227 |
| Civility, Tact, and the Joy of Communication |
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Megan Laverty |
228-237 |
| Response: Civil Occasions: Polished Surfaces, Hard Grace, Wit, and Tact |
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Cris Mayo |
238-240 |
| Teaching to Save the World: Avoiding Circles of Certainty in Social Justice Education |
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Doris Santoro |
241-249 |
| Response: In the Time of Thinking Differently |
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Eduardo M. Duarte |
250-252 |
| Cosmopolitan Education and Its Discontents |
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Leonard J. Waks |
253-262 |
| Response: Cosmopolitan Education and Responsible World-Building |
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Ann Chinnery |
263-265 |
| Giving Place to Unforeseeable Learning: The Inhospitality of Outcomes-Based Education |
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Claudia Ruitenberg |
266-274 |
| Response: Imagining Educationally Hospitable Schooling |
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Donna H. Kerr |
275-278 |
| Finding Perfect Pitch: Reading Perfectionist Narrative with Stanley Cavell |
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Naoko Saito |
279-287 |
| Response: A Pitch of Education |
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Paul Standish |
288-290 |
| From the Courtroom to the Voting Booth: Defending Affirmative Action in Higher Education Admissions |
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Clifton S. Tanabe |
291-300 |
| Response: Defending the Defenders of Affirmative Action in Higher Education |
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Jason Blokhuis |
301-304 |
| Evolution, Creationism, and Fairness: Equal Time in the Biology Classroom? |
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Bryan R. Warnick |
305-313 |
| Response: A Framework for Thinking About the “Principle of Curricular Fairness” |
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Natasha Levinson |
314-316 |
| Public Education and the Aesthetic Dimension of Strauss’s Theologico-Political Problem |
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Jon Fennell |
317-325 |
| Response: Three Aesthetic Ideals: The Philosopher, the Prophet, and the Pluralist |
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Kevin Gary |
326-328 |
| On Positive Rights and Duties: What Can “Thin” Universalizability Tell Us About the Moral Content of Educational Policies? |
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Christopher Martin |
329-337 |
| Response: Not So Thin: Education as an Ambiguous Moral Practice |
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Huey-li Li |
338-340 |
| Caring as an Epistemic Relationship: Noddings, Peirce, and Triadic Caring |
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Peter Nelsen |
341-349 |
| Response: Caring’s “Third”: Exploring and Expanding Radical Potential |
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Barbara S. Stengel |
350-353 |
| On the Weakness of Education |
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Gert Biesta |
354-362 |
| Response: “Subjectification”: Biesta’s Strong Link to Education |
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Denise Egéa-Kuehne |
363-366 |
| Reason-Giving Versus Truth-Seeking: Reconceptualizing Indoctrination in Education |
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Barbara Peterson |
367-374 |
| Response: How to Make Our Ideas of Indoctrination Clear |
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Eric Bredo |
375-378 |
| Exploring Pedagogical Possibilities for a Nonviolent Consciousness |
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Karen Sihra, Helen M. Anderson |
379-387 |
| Response: Nonviolent Consciousness and the Pedagogy of Peace: Further Territories to Explore |
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Daniel Vokey |
388-391 |
| Idealism Revisited: Michael Oakeshott’s “Conversation” and the Question of Being-Together |
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Trent Davis |
392-399 |
| Response: A Conversation Unrealized, or Unrealizable? Davis on Oakeshott and the Future of Philosophy of Education |
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Andrea English |
400-402 |
| The DDI, ESK, and ME: Troubling the Epistemology of the Dominant Discourse on Indoctrination via Feminist Epistemologies of Situated Knowledges |
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James C. Lang |
403-412 |
| Response: Expanding the Discourse on Feminist Epistemologies |
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Barbara J. Thayer-Bacon |
413-416 |
| “Somaesthetics,” Education, and Disability |
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Michael Surbaugh |
417-424 |
ISSN: 8756-6575