The authors find many shared themes in the epistemologies of Dewey and Husserl which are important to the philosophy of education. Agreement is found in three themes: the real life world; the origin of thinking in experience; and the possibility of expanding meaning from experience. (JL)

The "erotetic" theory of teaching, which is defined by the statement "To teach someone something is to answer that person's question about some subject matter," is clarified and defended in this article. (CJB)

The erotetic concept of teaching is definded and expanded. (MT)

The process-product paradigm is examined as a framework for providing theoretical and practical development in teaching. The progress of this approach is explored, with the suggestion that a positive replacement for process-product research be developed. (DF)

The teacher's responsibility goes beyond teaching; it ranges into investigations of what peripheral acts are necessary to make teaching possible in individual and general cases, into counseling and perhaps feeding children, even into political action. What the "Theory of Erotetic Teaching" can do to resolve such issues is discussed. (MT)

This article attempts to develop the Deweyan naturalistic existential metaphysics which underlies Maxine Greene's diverse dialectics. Also included are reflections on the implications of the dialectic of freedom and Dewey's metaphysics for education and the arts. (IAH)

The essay discusses Nathaniel Gage's research on teaching and looks at Gage and Needels' (1989) response to critics of process-product research on teaching. A review of three related issues examines the inability of process-product research to deal with intentionality, the atheoretical posture of process-product research, and normative issues. (SM)