Examines three recent books in the field of philosophy of education, investigating what they tell about the field and noting what their omissions reveal, questions that are being asked, and answers that are being proffered. The paper seeks to uncover tendencies and orientations in need of deconstruction. It concludes that this literature retreats…

Criticism is offered of a previous article, "On Education as a Species of Play." (JD)

This article deals with the claim that teaching is an art. The particular view of art held by Heidegger is explored in an effort to find the meaning of art and of teaching. (CJ)

This reply to Reese's article takes exception to his view of the "common good," since no agreement on common values exists. The reply also rejects Reese's notion that public schools are the only way to promote the common good. (IAH)

This paper explores Camus' view of art and then relates it to the practices of teaching, arguing that artistic teaching is not primarily a matter of technique. (MT)

It is argued that Christensen and others fail in their claim that learning disabilities are merely an excuse invented by schools to explain their instructional failures. Specific instances of error are discussed. A reply by Gerber and Christensen follows this article. (MT)

The nature of skill, distinguished from habit, is sketched. Moral skill is defined as the skill, born of genetically rooted talent, which masterminds subsidiary skills into moral action (action conforming to certain moral principles). Training this skill is possible, but results will be uneven because talent varies. (IAH)

Discusses moral education, examining how the notion of self arising within India's Vedanta tradition differs significantly from America's and how an education that proposes to foster the development of self would be at variance with American ideas. Teachings from the Bhagavad Gita are examined to explain the Vedantic concept of self. (SM)