Uses jazz improvisation as a metaphor to focus on three interrelated aspects of ethical responsibility according to Emmanuel Lavinas's theories: (1) passivity; (2) heteronomy; and (3) inescapability. Discusses some ways in which reframing responsibility and subjectivity along this line might offer new possibilities for conceiving subjectivity and…

Discusses some conditions for understanding teaching as an act of responsibility towards others, rather than as an instrumental act identified through epistemology. Argues that in order to make teaching an ethical relationship between individuals, teachers must give up their position on the safe side of knowledge and participate in the risk…

Describes teachers as often being in a place of tension between responding to students as persons and responding to students in their institutional-defined roles. Studies the significance of communicative ambiguity for responsibility, and explores what is ethically at stake for teachers in erotic form of communication. Contains 14 references. (JS)

Argues for the importance of Emmanuel Levinas's work for re-opening educational questions. Addresses the problem of remembrance as a question of and for history, as a force of inhabitation, as an inheritance we are obligated to live within, that intertwines with our sense of limits and possibilities, hopes and fears, identities and distinctions.…

Describes the new dynamic found in exploring the role of discourse of discursive structures and normative practices through which teaching is figured and practiced. Develops an account that creates this new dynamic and encourages a missing conversation in the areas of emotions in teaching by discussing how sociopolitical and cultural aspects…

Describes Thayer-Bacon's book on metaphors and explores the role of metaphor in constructive thinking. Provides an in depth analysis of Thayer-Bacon's quilting bee metaphor and how it takes the organization, structures, entities, and forces of a literal quilting bee and applies them to the realm of learning. Concludes that Thayer-Bacon's…

Gives an overview of the articles that are presented in this edition. Discusses the overall theme of nihilism in the postmodern world, new Deweyan scholarship, and functions of narratives. Gives a brief description and summary of each articles as well as background of the authors. Concludes that despite difficulties philosophers of education have…

Discusses nihilism, Nietzsche's reevaluation of values, and Foucault's concept of "life as a work of art" as a way to give shape to one's life. Argues that current forms of popular pleasure are reminiscent of a revaluation to overcome nihilism. Educators need allow children to develop an image of themselves that they can live with. Contains five…

Discusses issues of how lifelong learning, globalization and capitalism are related within late modernity and how an increasingly homogeneous global economy requires a high level of cognitive skills in its workers. Argues that policymakers should encourage life long learning so that it can be easily combined into people's lives. Contains 45…

Explores continuity between the philosophical positions: French poststructuralist Gilles Deleuze and John Dewey. Aims to open up consideration of Deleuze's philosophy to educational theory and practice in the context of current debates and in line with Dewey's legacy. Concludes the paper by affirming Deleuze's place in the contemporary scholarship…

This paper is a philosophical analysis of Heidegger and Nietzsche's approach to metaphysics and the associated problems of nihilism. Discusses the two philosophers offer a critique of Humanism while upholding education as the wellspring of values in society. Concludes that ethical evaluation of new forms of knowledge is crucial to human…

Argues that Outcomes-based Education is conceptually trapped in an instrumentally justifiable view of education. Discusses that the process of specifying outcome sin educational discourse lends itself to manipulation and control thereby making the idea of Outcomes-based Education impoverished. Argues for education through rational reflection and…

Discusses narratives and the possible narrative structure of the process leading up to the completed article. Discusses two approaches to categorization and the most commonly referred to criteria for identifying narratives as well as the problems principally involved in punctuation of sequences and thus in deciding which narrative we are dealing…

Discusses the mutually opposed stances towards learning represented by early formulations of deconstruction and of hermeneutics. Identifies shifts in later formulations of both which provides a more inclusive context for understanding learning as a human undertaking, including the identification of tensions that are more promising than the…

Investigates the possibilities of self-reflection for the teaching profession by relating the problem the philosophy of Rene Descartes, Immanuel Kant, and Edmund Husserl. Explains that in philosophy reflection has always played a major role, while it has not always had a major role in education. Concludes that it is possible to learn from mistakes…