Editors Page
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Presidential Address
A MODEST PROPOSAL FOR ACCOMMODATING PLURALITIES OF DESIRE, IMAGINATION, AND HUMAN FLOURISHING IN EDUCATION - Sheron Fraser-Burgess
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Response to the Presidential Address
CRITICAL POSITIONALITY AND LIBERAL NEUTRALITY: NOT SO THICK AND NOT SO THIN - John E. Petrovic
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Phil Smith Symposium
IS THERE REALLY SUCH A THING AS PHILOSOPHY OF EDUCATION? - René V. Arcilla
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Phil Smith Symposium
WHY PHILOSOPHY NEEDS SCHOOL: RESPONSE TO RENÉ ARCILLA - Natasha Levinson
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EXPANDING THE DEWEYAN SELF: REVISITING AN UNDEREXPLORED PAST TO INFORM FUTURE INQUIRY - Jane Blanken-Webb
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TROUBLING NEUTRALITY: TOWARD A PHILOSOPHY OF TEACHER AMBIGUITY - Jessica Heybach
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AUTHENTICITY AND SELF-CULTIVATION AS LEARNING TO BE: THE HERMENEUTICS OF LIFELONG EDUCATION - Adrienne Johnson
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THE PROBLEM OF CHARACTER EDUCATION AND KOHLBERG’S MORAL EDUCATION: CRITIQUE FROM DEWEY’S MORAL DELIBERATION - Xiangdong Liu
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WITH LIBERTY AND JUSTICE FOR SOME: A PHILOSOPHICAL ARGUMENT IN OPPOSITION TO THE SMALL SCHOOLS MOVEMENT IN NEW YORK CITY - Keri Rodgers
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THE ETHICAL DOMAINS OF INDIVIDUALISM: NIETZSCHE AND EMERSON’S PEDAGOGIC VISION - David Roof
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CONSCIENCE IN THE CURRICULUM, NOT OPTED OUT OF IT - Sarah M. Stitzlein
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ILLUMINATING ENCOUNTERS WITH “EMOTIONAL” STUDENTS: HOW TO RESPOND IN AN EDUCATIVE WAY - Amanda West
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MEAD, HABERMAS, AND LEVINAS: CULTIVATING SUBJECTIVITY IN EDUCATION FOR DEMOCRACY - Guoping Zhao
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