This paper responds to Jacques Derrida's essay on Paul de Man, discussing three aspects of responsibility and exploring their implications with respect to teaching: responsibility as vulnerability, responsibility as autobiography and memory, and responsibility as the structure of iterability in writing. (SM)

Traces current controversies about the nature, design, and import of education to their source in radically different conceptions of character. General education should involve acquiring four arts of character (sensitivity, originality, engagement, and commitment) that merge the different modes of thought into the common enterprise of good general…

This paper explores the relationship between the subjective and objective dimensions of teaching and the tensions between them, arguing that objective considerations lead ultimately to the subjective domain. Both domains are important, but the subjective domain risks being devalued by current educational attitudes and practices. (SM)

Addresses two issues in the ethics of grading and testing. The first is the charge that the practice of grading students is intrinsically coercive. The second is the national debate about authentic assessment, educational standards, and standardized measures of educational outcomes. The paper suggests there is an acceptable middle ground. (SM)

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)