Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" noting complexities that complicate the answer and suggesting that they are indeed communicating if one accepts a broader definition of philosophers and educators. The essay asserts that little educational research and theory has had much influence on…

In response to the thesis of Kenneth A. Strike, discusses the concept of local rationality, the nature of historic rationality, and educational issues that arise for public education in a liberal democracy. (SM)

Since emotions play such an important role in moral education and moral activities, the author argues, it is important that emotions be studied in a scientifically legitimate manner. He concludes that commonsense categories and descriptions of emotion could legitimately be used in scientific inquiry. (MT)

The standard conception of test validity which makes philosophical assumptions about the nature of scientific inquiry is discussed. The general kinds of questions and issues which psychologists and educators should address in order to develop a complete theory of test validity that is philosophically sound are outlined. (MT)

The author briefly characterizes two ways to confirm the empirical part of educational theories: the hypothetico-deductive method and the Bayesian method. It is argued that the Bayesian approach can be justified. (JMK)

This paper explores the notion that teaching necessarily involves the attempt to bring about learning, making the relationship between teaching and learning appear to be causal. A number of philosophical views are considered, a new conception is put forward, and policy issues surrounding teacher accountability are discussed. (MT)