ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Anarchy as Social Justice: An Analytic Reconstruction of the Idea of Epistemic Equality in Jane Roland Martin's &quot;Reclaiming a Conversation&quot;
Author: Seals, Greg
Date: 2006-00-00
Type: Journal Articles
Subjects: Gender Bias,Gender Discrimination,Social Justice,Epistemology,Didacticism,Reader Response,Review (Reexamination),Criticism,Womens Education,Feminism,Definitions,Concept Formation,Social Control,Gender Differences,Performance Factors,Equal Education,Social Values,Foundations of Education

Jane Roland Martin's later work, especially as represented in &quot;The Schoolhome: Rethinking Schools for Changing Families,&quot; has been attacked as vague, essentialistic, and a formula for the (re)feminization of education. This paper does not attempt to defend Martin against these criticisms because such a defense seems impossible for reasons discussed. Rather, this essay's intent is to present an interpretation of Martin's early work, especially as represented in &quot;Reclaiming a Conversation: The Ideal of the Educated Woman,&quot; that provides an understanding of her theoretical point of view that preempts criticisms of vagueness, essentialism, and (re)feminization. The new interpretation seeks to state a definition of Martin's central but largely unexplicated concept of epistemic equality. Epistemic equality is defined via analytic reconstruction as gender anarchy in terms of a set of conditions, individually necessary and collectively sufficient, describing an ideal set of rules--a constitution as it were--of gender politics.
The Policy Agenda for Teacher Education: The Ohio Story
Author: Huang, Xiaodan
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Policy,Accountability,Educational Legislation,Federal Legislation,Educational Change,Teacher Education Programs,Higher Education,Teacher Educators,Educational Strategies

The purpose of this essay is to call for an active engagement of professional education faculty in the policy issues on teacher education. In this era of standards and accountability, an unprecedented number of legislative decisions for the education field have been made at the national and state levels, with or without sufficient involvement from education faculty. Various interest groups are attempting to reshape the landscape of teacher preparation in the nation. The provisions and requirements in the 2001 No Child Left Behind Act (NCLB) pertaining to the preparation, recruitment, and retention of teachers--possibly the most complex, challenging and far-reaching parts in the Act--have been pushing real policy changes in states to a new height. In Ohio, a number of legislative actions have taken place in recent years that will undoubtedly change the practice of all 50 institutions of higher education that prepare teachers and other school personnel. Consequently, the impact will extend onto individual programs and the professional life of faculty members, including professional teacher education faculty and Arts and Sciences faculty. This paper provides an analysis of the competing agendas driving teacher education practice in the nation, and tells an Ohio story based on the author's involvement and observations as a faculty member. The author recommends that faculty should learn to get politically smart, rethink the strategies for engaging in the debate about teacher education policy, and with an enhanced credibility, keep teacher education on a solid theoretical ground that most professional educators would agree with and endorse.
Resistance as a Component of Educator Professionalism
Author: Gunzenhauser, Michael G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Professional Identity,High Stakes Tests,Accountability,Resistance to Change,Critical Theory,Educational Change,Educational Theories,Educational Practices,Educational Philosophy,Ethics,Teacher Student Relationship,Professional Autonomy,Teacher Role,Power Structure

This essay looks to varied conceptions of resistance with the aim of explaining how resistance might be incorporated into a notion of educator professionalism in the most effective way. The author contends that high-stakes accountability policy poses a complicated set of power relations for professional educators. Both students and educators are problematic as constituted subjects, but this essay focuses on teachers' positions in multiple relations of power--as adults in positions to discipline and be disciplined, to resist, and be resisted.
Does Morality Harm Children? Alice Miller on Morality and Poisonous Pedagogy
Author: Fridley, William L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Moral Values,Child Rearing,Emotional Development,Religion,Ideology,Child Development,Psychological Patterns,Philosophy,Teaching Methods,Value Judgment,Power Structure

Alice Miller, the former psychoanalyst, has gained world renown for her controversial and provocative writings on child rearing. Miller contends that traditional child rearing practices--in schools, ecclesiastical settings, and the family--consist of physical and emotional cruelty that she labels &quot;poisonous pedagogy.&quot; According to Miller, children who are subjected to such treatment have no recourse other than to repress their anger, rage and resentment for their abusive parents. The reason they have no recourse is in great part due to the effects of moral, religious, and ideological principles that convince the child such treatment is &quot;for your own good.&quot; This repressed anger is vented years later when the victims have a convenient target; namely, their own children (or for teachers, their students). Hence, the cycle of poisonous pedagogy is perpetuated from generation to generation. While much attention has been given to Miller's psychological theories (particularly the psychological effects of &quot;spanking&quot;), there has been little in the way of philosophical analysis given to her account of the role &quot;morality&quot; plays in this process. Miller's book, &quot;For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence,&quot; is the focus of this analysis. The author begins by clarifying and distilling Miller's views on morality. Next, she offers a critical examination of Miller's criticisms of morality, and entertains possible objections to her account. Finally, ways in which Miller's views might be of use for educators are suggested.
Virtue, Liberty, and Discipline: Fostering the Democratic Character
Author: Covaleskie, John F.
Date: 2006-00-00
Type: Journal Articles
Subjects: Freedom,Discipline,Democratic Values,Values Education,Citizenship,Personality Development,Educational Experience,Citizenship Education,Moral Development,Moral Values,Schematic Studies,Educational Philosophy,Citizenship Responsibility,Citizen Participation

In this article, John F. Covaleskie considers a threefold question: (1) what is the nature of the sort of liberty that enables one to live as a free person, but also bound by the requirements of democratic citizenship; (2) what is the nature of the virtues that make this sort of person possible; and (3) what is the nature of the educational experience that helps foster the virtues that make that sort of person? The concern at the heart of this essay is to recall John Dewey's emphasis on the importance of discipline in the realization of democratic life and democratic education. An important part of this essay is to reflect on the relationship between democracy, virtue, and discipline. These terms are contested and ambiguous, and a large part of my purpose is to examine how they relate to each other in the context of Dewey's view of democracy and democratic education. The first section of the essay considers the distinctive nature of Deweyan democracy and its relation to a substantive idea of a common good; the second section discusses the the requirement for virtue of the citizens of any democratic polity; and the third section briefly considers the pedagogical implications of the understanding of democracy discussed here.
Competition and Cooperation: Evil Twins or Fated Lovers?
Author: Fitch, Frank
Date: 2007-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Competition,Educational Theories,Philosophy,Cultural Pluralism,Educational Anthropology,Economics,Criticism,Social Theories,Individual Development,Conflict,Hermeneutics,Epistemology,Questioning Techniques,Inquiry,Role of Education

The competing global forces of homogenizing commercialism and absolutist sectarianism continue to engender a regime of fear and have all but eclipsed what John Dewey called the democratic &quot;habit of amicable cooperation.&quot; The values of cooperation are increasingly seen as &quot;unrealistic&quot; and even taken as signs of weakness in the &quot;real&quot; world where only the &quot;fittest&quot; survive. Cooperative learning is one of the clearest contemporary examples of Dewey's &quot;amicable cooperation&quot; in the classroom. Widely recognized as indispensable for cultivating multicultural democratic citizenship, no other approach has proven as effective in promoting positive inter-group relations, increasing academic achievement, and building bridges across borders of difference. And yet, cooperative learning has largely failed to replace traditional individualistic pedagogy in the classroom. Cooperative learning at its best cultivates conditions for mutual critique, for an engaged dialogic response to pluralism. Balancing competition and cooperation, cooperative learning is integral to the effort to create communities of critical inquiry. The struggle over the values of cooperation and competition calls out for a clarification of both competition and cooperation, recognizing that they are not a dichotomy but mutually necessary both in society at large and in the practice of education. This essay examines the presumed antimony between cooperation and competition, beginning with a critical rejection of both anthropological and economic theories which claim competition to be the main driving force in human development. Instead, cooperation is acknowledged to be a basic human impulse that forms the background for healthy competition.
&quot;Sex Respect&quot;: Abstinence Education and Other Deployments for Sexual &quot;Freedom&quot;
Author: Jackson, Liz
Date: 2006-00-00
Type: Journal Articles
Subjects: Sexuality,Sex Education,Contraception,Adolescents,Educational History,Educational Philosophy,Teaching Methods,Federal Programs,Freedom,Criticism,Course Content

Those who view the right to a religiously neutral, empirically-based public education as fundamental have been able to do little more than watch in terror as abstinence-only sex education, which excludes information on either safe sex or birth control, has come to prevail in United States (US) schools. Among causes for concern are abstinence programs' endorsements of inaccurate, incomplete, partial information with little to no regard for the realities of life, particularly of teenage life today, as known through medical or social science. In this article, the author will briefly discuss the historical context giving rise to present day pushes toward abstinence education before examining the main contents of the exemplar of federally funded abstinence education programs, Coleen Kelly Mast's &quot;Sex Respect: The Option of True Sexual Freedom.&quot; The author evaluates similarities and differences in approach among Mast and her challengers, particularly examining Judith Levine's &quot;Harmful to Minors: The Perils of Protecting Children from Sex.&quot; While the author concurs with critics that the information typically provided American children by abstinence educators is incomplete and biased, she also finds some noteworthy contradictions within such counter discourses. These contradictions seem to echo Michel Foucault's concern with what he calls the &quot;repressive hypothesis,&quot; that people repress if they do not promote or deploy a particular conception of human sexuality and sexual fulfillment.
Ohio Teacher Education: A Rant in Three Parts
Author: Quantz, Richard
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Education,Progressive Education,Educational Trends,Educational Philosophy,Foundations of Education,Educational Change,Public Schools,Public Education,Neoliberalism,Privatization,Private Sector,Ethics,Transfer Policy,Curriculum Development,State Policy,Government Role,Politics of Education

In this three-part paper, Richard Quantz proclaims that it was the spirit of the free school movement that originally attracted him to the social foundations of education and to the philosophy of education. He wonders what has happened to the progressive movement--the one that embraced Ivan Illich's call to &quot;deschool society&quot; and called for voucher plans to help make it possible for any child to escape the indoctrination of public schools. He also wonders why progressives now feel compelled to defend the public schools. Part II looks at where progressives have moved, and describes the reform movement as one that is intended to consciously dismantle the public schools and turn them over to the private sector. In Part III, Quantz describes Kathleen Knight Abowitz's &quot;The Ohio Transfer Articulation Guide: An Ethics Case Study for Social Foundations of Education Faculty&quot; as progressivism at it's best. Quantz applauds that article, which explores the struggles of a professor to balance the power of the state with her own ethical commitments. Quantz states that &quot;The Ohio Transfer Articulation Guide&quot; provides a careful and fair analysis and critique of Transfer Articulation Guide (TAG) agreements as well as a thoughtful consideration of an appropriate progressive response. TAG agreements create common courses at all Ohio public colleges and universities transferable from one institution to another. It puts the state in the role of curriculum developers at the postsecondary level. Quantz advocates Abowitz's article as providing an argument and a sentiment for professional ethics raised to the highest level in times where all decisions seem to be made based on economic efficiency alone.
Beyond Oppositional Thinking: Radical Respect
Author: Thornton, Sharon G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Western Civilization,Social Isolation,Social Bias,Thinking Skills,Skill Development,Teaching Methods,Teacher Attitudes,Cultural Background,World Views,Cultural Differences,Misconceptions,Teacher Student Relationship,Listening,Empathy,Imagination,Student Attitudes,Cultural Awareness

As a post-9/11 society in the United States, people live in a complex and pluralistic world that pushes to rethink how to approach education. People want to know what is right and good, but how to discern this in a world where consensual understandings of meaning are missing, even within the nation's borders? Those in the northern, and particularly western hemisphere, have defined what is good and true in relationship to how they understand their opposites. This is a view rooted in a western history of logic based on the Aristotelian principle of non-contradiction: One cannot have A and not A at the same time. John Dewey represents this view when he says humans like to think in duality, black/white, good/evil, or conservative/liberal. Dewey's assertion assumes duality is a universal basis for rational reflection. But this &quot;forced choice&quot; thinking is not necessarily benign; it can foster exclusionary social practices where people become pitted against each other, resulting in some being deemed more valuable than others. In this article, the authors propose that the formation of radical respect can move students and teachers beyond the confines of oppositional thinking and relating. Furthermore, the authors believe the formation of radical respect is &quot;caught&quot; as much as it is &quot;taught,&quot; and the classroom is a valid place for this endeavor. The kind of radical respect the authors are talking about involves six dimensions: (1) communal practice of listening; (2) communal practices believing; (3) communal practices of attention; (4) communal practices of advocacy; (5) communal practices of restoration; and (6) communal practices of interpretation. The six practices of radical respect begin to shift the reigning educational paradigm from individual authority in the classroom to encounters of interdependence and shared power. Education, then, becomes joined to projects of liberation, and personal insights broaden to historical consciousness. Educational philosophy becomes tied to social analysis, and hyper-rationalism is tempered by imagination and visions of the heart. Radical respect is a form of commitment to education that seeks to participate in what Freire calls &quot;a pedagogy of freedom,&quot; a freedom that takes seriously the reforming of our academic and political life together and is dedicated to a vision of the full flourishing of all people.
WWJD--What Would Jim Do? A Comparison of James Dobson's and Jim Fay's Philosophies of Parenting
Author: Buttner, Carolyn
Date: 2007-00-00
Type: Journal Articles
Subjects: Parenting Styles,Comparative Analysis,Discipline,Activism,Family (Sociological Unit),Child Psychology,Psychologists,Parent Child Relationship,Biblical Literature,Radio,Teaching Methods,Classroom Techniques,Christianity,Audiences,Religious Education,Moral Development,Child Rearing,Power Structure,Educational Philosophy,School Districts

Jim Fay and James Dobson are two of America's most visible, popular, and influential &quot;experts&quot; on the topics of parenting and discipline for children. Dobson is widely known for the &quot;pro-family&quot; political activism of Focus on The Family, the organization he founded and currently directs. He first made a name for himself as a child psychologist, whose bestselling books &quot;Dare to Discipline,&quot; &quot;The Strong-Willed Child,&quot; and &quot;Parenting Isn't for Cowards,&quot; popularized the &quot;biblically based&quot; tough love approach to discipline. Dobson's Focus on The Family radio program is currently broadcast daily on over 1,600 stations. Fay is the founder of the Love and Logic Institute and a popular speaker and author, whose books (most of which are co-authored) include &quot;Teaching with Love and Logic, Parenting with Love and Logic,&quot; and &quot;From Innocence to Entitlement.&quot; His Love and Logic program of classroom discipline has been adopted by hundreds of school districts throughout the United States. While not taking any explicit religious stand, Fay has found a welcome audience among evangelical audiences and in Christian schools. Dobson, conversely, takes an explicitly Christian stand in his work and his views have had a wide-ranging impact--albeit indirectly--on public schools through the influence of his work on countless public school teachers and administrators. The use of the phrase &quot;parenting&quot; in the title of this essay is intended to function in an inclusive fashion, covering the related notions of classroom discipline, classroom management, moral education, and child-rearing. This article examines three points of comparison between the two men's philosophies: (1) power, authority, and control; (2) rules and consequences; and (3) conceptions of thinking.
Can Science Provide Bridges among Educators?
Author: Watras, Joseph
Date: 2007-00-00
Type: Journal Articles
Subjects: Politics,Scientific Research,Classroom Techniques,Educational Philosophy,Teaching Methods,Curriculum,Tests,Democracy,Educational Researchers,Social Structure,Social Change,Educational Research

In the last years of the nineteenth century, educational psychologists created what they called a &quot;science of education.&quot; Their aim was to make education a professional field, thereby freeing teachers and school administrators from political interference, and they believed they could do this by concentrating on studies that might illuminate particular classroom techniques. These researchers claimed that the studies of particular teaching methods would accumulate in ways that offered an objective view of education. Unfortunately, this was not the case. This article discusses the ways that Harris and Dewey treated four points that illustrate the ways that philosophy could build bridges among concerns with curriculum, teaching, and social progress. Although the ideas of Harris differed from those of Dewey, they treated conceptions of the subject matter, views about manual training, the need for social organization, and the value of examinations in similar ways. This article explains each in turn in order to show how philosophy can reinforce notions of community and democracy. The report concludes with the author's argument that it does not seem to him that a science of education, as conceived by educational researchers, will enhance democracy as much as it will advance the status of researchers.
From Philosophy of Education to Philosophizing about Education
Author: Watras, Joseph
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Metacognition,Educational Objectives,Scientific Research,Scientists,Comparative Analysis,Teacher Role,Play,Imagination,Child Development,Intellectual Disciplines,Constructivism (Learning)

A survey of the yearbooks published by the National Society for the Study of Education (NSSE) in the twentieth century indicates that philosophers of education changed the direction of their work. In the nineteenth century, educators turned to philosophers for answers to questions about the aim of education. As the twentieth century advanced, philosophers of education moved away from this type of endeavor, and people tended to look to scientific research for such answers. As many philosophers warned, scientists ignored many of the complex problems that traditional philosophers had considered. Thus, philosophers of education must take care if they decide to ignore traditional metaphysical analyses because they will have difficulty considering profound educational issues that science cannot approach. This essay discusses the gradual shift in the approach to answering questions about the aim of education, and focuses primarily on the work of Jacques Maritain (a professor of philosophy) in comparison to the work of Mary Field Belenky and a group of psychologists. Maritain based his views on his study of metaphysics while Belenky and her colleagues read over the results of scientific interviews to arrive at their answers regarding the aim of education. The comparisons between the philosophical and scientific approaches discussed in this essay include: (1) aim of education; (2) role of the teacher; (3) conception of subject matter; and (4) concerns raised by the shift toward philosophizing.