Volume 52 - 1996

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INTRODUCTION

Introduction: Philosophical Pluralism: The Promise of Fragmentation - Frank Margonis

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PRESIDENTIAL ESSAY

Beyond Moral Stories - Betty A. Sichel

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Response: Moral Stories: How Much Can We Learn from Them and Is It Enough? - Michael S. Katz

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FEATURED ESSAYS

When You Know It, and I Know It, What Is It We Know? Pragmatic Realism and the Epistemologically Absolute - Christine McCarthy

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Response: Really Living in Space-time - Craig A. Cunningham

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Theoretical and Practical Reasoning: An Intractable Dualism? - James E. McClellan, Jr.

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Response: The Freedom of the Playpen - C.J.B. Macmillan

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Voluntary Segregation: Gender and Race as Legitimate Grounds for Differential Treatment and Freedom of Association - Stacy Smith

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Response: The Complex Ethics of Separate Schools - Kevin McDonough

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ESSAYS

Rationality and Redemption: Ideology, Indoctrination, and Learning Communities - H.A. Alexander

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Response: Can Reasons for Rationality Be Redeemed? - Harvey Siegel

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"But That Is Not What I Mean": Criticizing With Care and Respect - Barbara Applebaum

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Response: Criticizing With Care and With Respect For What We Are All Up Against - Ann Diller

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Education, Not Initiation - Gert Biesta

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Response: Narrowing the Gap Between Difference and Identity - Frank Pignatelli

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Sophistry, Dialectic, and Teacher Education: A Reinterpretation of Plato's Meno - Deron R. Boyles

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Response: Sophistry and Wisdom in Plato's Meno - Terry Hall

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Deconstructing "Difference" and the Difference This Makes to Education - Nicholas C. Burbules

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Response: Humpty Dumpty: An Ovular Model of Resistance to Modernist Recidivism - Kathryn Pauly Morgan

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Varieties of Incontinence: Towards an Aristotelian Approach to Moral Weakness in Moral Education - David Carr

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Response: Akrasia: Irremediable but not Unapproachable - Victor L. Worsfold

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Of Fractious Traditions and Family Resemblances in Philosophy of Education - Pradeep A. Dhillon

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Response: Epistemological Reversals Between Chisholm and Lyotard - Michael G. Gunzenhauser

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Neutrality in Education and Derrida's Call for "Double Duty" - Denise Egea-Kuehne

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Response: The Double-Bind of "Double Duty" - Hilary E. Davis

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Habermas and Critical Thinking - Ben Endres

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Response: Decentering and Reasoning - Mark Weinstein

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The Goals of Multicultural Education: A Critical Re-evaluation - Walter Feinberg

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Response: Multiculturalism and a Politics of Persistence - Barbara Houston

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Response: Taylor, Equality, and the Metaphysics of Persons - Kenneth A. Strike

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Reading Phaedrus Like a Girl: Misfires and Rhizomes in Reading Performances - Zelia Gregoriou

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Response: Concerning Zelia Gregoriou's "Reading Phaedrus Like a Girl" - Greg Whitlock

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The Moral Presuppositions of Multicultural Education - Robert D. Heslep

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Response: Tolerance and Intolerance: Gricean Intention and Doing Right by our Students - Paul A. Wagner

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Justifying Music in General Education: Belief in Search of Reason - Estelle R. Jorgensen

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Response: Can the Justification of Music Education be Justified? - Iris M. Yob

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Beginning Again: Teaching, Natality and Social Transformation - Natasha Levinson

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Response: Teaching In/For the Enunciative Present - Wendy Kohli

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On the Nature of Environment Education: Anthropocentrism versus Non-Anthropocentrism: The Irrevelant Debate - Huey-li Li

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Response: The Relevance of the Anthropocentric-Ecocentric Debate - Dale T. Snauwaert

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Education in the Mode of Information: Some Philosophical Considerations - James D. Marshall

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Response: Pixels, Decenteredness, Marketization, Totalism, and Ingmar Bergman's Cry For Help - Richard Brosio

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Performance Anxiety: Sexuality and School Controversy - Cris Mayo

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Response: Opening the Closet Door: Sexualities Education and "Active Ignorance" - Maureen Ford

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Reconceiving the Foundations of Education: An Ecological Model - Paul Morgan

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Response: Counter the Dangers of Education - Xiaodan Huang

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Physical and Cultural Dimensions of Movement Related to Horizon - Jana Noel

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Response: The Glass Bead Game - Alexander Sidorkin

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Teacher Beliefs and Student Learning - Robert E. Orton

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Response: Can Hypocrites Be Good Teachers? - Bruce B. Suttle

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Democracy, Education and the Critical Citizen - Tapio Puolimatka

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Response: Democracy and the Foundations of Morality - Randall R. Curren

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The Paradoxes of Education in Rorty's Liberal Utopia - Rob Reich

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Response: Utopia Flawed? A Response to Reich on Rorty - Shirley Pendlebury

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Dewey's Conception of "Virtue" and its Educational Implications - Suzanne Rice

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Response: Dewey on Virtue - Timothy H. Smith

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Infinitely Interesting: Bloom, Kierkegaard, and the Educational Quest - Patricia Rohrer

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Response: Education's Ills and the Vanity of the Philosopher - Paul Farber

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Moral Dimensions of Classroom Discourse: A Deweyan Perspective - Fay Rosner

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Response: Moral Reflection and Moral Education - John F. Covaleskie

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Dewey's Idea of Sympathy and the Development of the Ethical Self: A Japanese Perspective - Naoko Saito

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Response: Dewey Without Doing - Donald Arnstine

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Good Sex as the Aim of Sexual Education - Jan Steutel, Ben Spiecker

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Response: The Politics of the "Good" in Good Sexuality Education - Dwight Boyd, Alexander McKay

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A Rhetorical Revolution for Philosophy of Education - Lynda Stone

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Response: A Revolution By Any Other Name - Jaylynne N. Hutchinson

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Political Pragmatism and Educational Inquiry - Audrey Thompson

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Response: No More Method! A (Polemical) Response to Audrey Thompson - Alven M. Neiman

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Moral Education and Inspiration Through Theatre - Timothy S. Valentine

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Response: Are You a Good Witch or a Bad Witch? And Other Questions the Jesuits Left for Me - Kal Alston

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