Volume 70 - 2014

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Introduction

Ambitious Philosophy of Education: Non-ideal Theory, Justice, and Policy - Michele S. Mosesxi

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Presidential Essay

The Dominant Conception of Educational Equality: Ideal and Ideology - Kenneth R. Howe

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Response: Education, Justice, Ideal Theory, and Non-ideal Theory - Harry Brighouse

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Response: How Dear the Gift of Laughter - Amy B. Shuffelton

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Distinguished Invited Essay

Designing Realistic Educational Utopias Using (Mainly) Non-ideal Theory - Alison M. Jaggar 

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Response: It’s (Still) All in Our Heads: Non-ideal Theory as Grounded Reflective Equilibrium - Meira Levinson

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Featured Essays

Playing the Hand We’ve Been Dealt: On Constitutive Luck and Moral Education - Ann Chinnery

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Response: Beyond the Limits of Control: On Education, Moral Luck, and Responsibility - Tal Gilead

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An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces - Heather Greenhalgh-Spencer

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Response: Connection and Difference - Jessica Hochman

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The Imperatives of Feeling: Alain Locke’s Critical Pragmatism and Commitments to Antiracist Education - Peter J. Nelsen

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Response: Emotions and Coloniality: Doing Commitments as Decolonial Resistance - Troy A. Richardson

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Essays

May I Have Your Divided Attention: On the Emancipatory Potential of Educational Heterotopia and Heterochrony - Claudia W. Ruitenberg

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Response: Life After Utopia - Frank Margonis

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The Show of Childhood: Agamben and Cavell on Education and Transformation - Joris Vlieghe, Stefan Ramaekers

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Response: Criticism and Praise in the Terms of the Arcade - Paul Standish

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Knowledge and the Space of Reasons: The Ideas of John McDowell and Paul Hirst - Geoffrey Hinchliffe

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Response: Cultivating Second Nature: An Emerging Philosophy of Education - Michael G. Gunzenhauser

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Trust, Play, and Intersubjectivity -Mary Jo Hinsdale

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Response: Intersubjectivity Revisited - Denise Egéa

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Learning from Anger as an Outlaw Emotion: Moving Beyond the Limits of What One Can Hear - Barbara Applebaum

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Response: Being Heard but Not Listened To - Sally J. Sayles-Hannon

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Overcoming Neuroscience’s Lingering Dualism in Cognition and Learning via Emotion: Freedom, Phenomenology, and Affective Neuroscience - Clarence W. Joldersma

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Response: Are Emotions Cognition-Free Freedom-Makers? - Daniel Fisherman

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Does the Theory of Recollection Preclude Learning? A New Dimension to Platonic Nativism - Gabriel Keehn

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Response: From the Theory of Recollection to the Theory of Encountering: Bring Teaching and Learning Back to Education - Guoping Zhao

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Problem Solving as Theorizing: A New Model for School Mathematics - Holly Brewster

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Response: Problem Solving in School Math: Mathematicians’ Work, Rigor, and Social Justice - Kurt Stemhagen

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Personal Autonomy for the Survival of Community in Pluralist Liberal Democracies - James Bigari

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Response: An Alternative Approach to Justifying Education for Autonomy - Jarrod Hanson

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Teacher Layoffs in the Worst of Times: A Non-ideal Theory of Least-Unjust Teacher Firings in L.A. Unified School District - Victoria Theisen-Homer, Meira Levinson

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Response: Non-ideal Teacher Layoffs in an Unjust World - Trent Davis

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Reconsidering School Choice and Equal Educational Opportunity - Kristen Davidson

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Response: Dialogue When We Have No Reason to Listen: School Choice and Equal Educational Opportunity - Sigal Ben-Porath

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Dramatic Openings: A Role for Make-Believe in Open-Mindedness - Susan Verducci

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Response: Risks of Performance as a Method for Opening Minds in Social Justice Education - Jennifer Logue

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Affirmative Action, Diversity, and Racial Justice: Reflections from a Diverse, Non-elite University - Lawrence Blum

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Response: Affirmative Action and Diversity: Complex and More Necessary Than Ever - Lauren P. Saenz

 

Non-ideal Autonomy: Dewey and Reframing Educational Authority - Terri S. Wilson, Matthew Ryg

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Response: Implications of Deweyan Non-ideal Autonomy on Education Practice and Policy - Sarah M. Stitzlein

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Exposing and Deposing the Nexus: School Shootings and the Sovereign Exception - Harvey Shapiro

 

Response: Prisoners of Gun Power - Zelia Gregoriou

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Moral Formation as a Pedagogy of Welcome - John F. Covaleskie

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Response: Political Liberalism and Moral Education - Matt Ferkany

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Critical Thinking and Resilience: Some Possibilities of American Thought - Naoko Saito

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Response: The Morning After: Resilience and a Little Anger - Alexander M. Sidorkin

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Educational Justice and the Development of Autonomy and Intellectual Virtues - Rebecca M. Taylor

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Response: Thought, Action, and Moral Virtue: Who Needs Open-Mindedness? - Matthew J. Hayden

 

On Ambiguity - Huey-li Li

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Response: Ambiguity and Liberalism Reconsidered - James M. Giarelli

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Parables for a Critical Race Theory of Morality - Katrina Dillon

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Response: Critical Race Theory and Morality: New Looks at Original Sins - Darrell D. Jackson

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Philosophical Critiques of Qualitative Research Methodology in Education: A Synthesis of Analytic-Pragmatist and Feminist-Poststructuralist Perspectives - Daniel C. Narey

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Response: Improving the Standard Approaches to Qualitative Education Research - Robert E. Floden

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The Wisdom of Clichés: Liberal Learning and the Burden of Originality - Kevin Gary

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Response: Clichés of Infinite Jest - Dini Metro-Roland

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The Moral Foundations of Objections to School Closure - Jacob Fay

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Response: School Closure and Justice - Francis Schrag

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Non-idealizing the Theory of Autonomy: Theodor W. Adorno’s Psychological and Political Critique of Immanuel Kant - Katariina Holma, Hanna-Maija Huhtala

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Response: Education Beyond Hegemony? - Kevin Murray

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Teaching as and for Activism: Challenges and Possibilities - Kathy Hytten

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Response: Clarifying a Conundrum in Activist Teaching - Deborah Kerdeman

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Of Care, Commerce, and Classrooms: Why Care in Education May Best Be Achieved through Markets. - Kevin Currie-Knight

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Response: Viewing Caring Relations in Schools through a Macro Lens - Carrie Nolan

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Altruism, Non-relational Care, and Global Citizenship Education - Liz Jackson

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Response: Deeper Than Emotion and Reason: Moral Motivation and Education for Global Citizenship - David E. Meens

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Does State Secularism Require Teachers to Abstain from Wearing Religious Symbols at School? -Bruce Maxwell, Kevin McDonough, David I. Waddington

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Response: Justifying Limits on Teachers’ Freedom of Expression - Josh Corngold

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Rethinking Education: Heidegger’s Philosophy in the Service of Education - Doron Yosef-Hassidim

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Response: Death, Rust Cohle, and Education - Kip Kline

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Returning to Rawls: Race, Education, and Rectified Ideals - Winston C. Thompson

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Response: Extending Rawls to Address Questions about Education and Race - M. Victoria Costa