In this article, Barbara Applebaum examines "the inability to disagree claim" as it arises in objections made by those who want to ban "critical race theory" from being taught in schools and universities. Employing insights from the recent scholarship around willful hermeneutical ignorance, she discerns the important role that…

A key epistemological assumption in the ideologies of many of the groups termed extremist is that there is an unmediated access to a Divine Will. Driven by this assumption, and facilitated by several other factors, a range of coercive actions (including violence) to force others into submission to the perceived Will of God are seen as justified by…

Since first published in English in 1970, "Pedagogy of the Oppressed" has inspired generations of scholars and social activists to examine the inherent potential of Paulo Freire's theories on grassroots intellectual emancipation and education in marginalized communities. The interpretive lineage of Freire's writings is vast, indeed. To…

In this article, Anniina Leiviskä argues that the educational relevance of Hans-Georg Gadamer's concept of tradition has remained unacknowledged because of the conservatism that has been associated with Gadamer's hermeneutics, particularly his notion of tradition. Therefore, Leiviskä seeks to reveal the reflective, nonconservative nature of…

In this article, David Lewin examines the processes of educational representation, simplification, and selection, proposing the term "pedagogical reduction" in order to clarify the role these processes play within pedagogy. Although this term is virtually unknown among Anglo-American educational theorists, it reflects a substantial…

Inspired by Friedrich Nietzsche's idea of philology and William Gass's concept of transreading, Huiwen (Helen) Zhang employs "transreader" to suggest the integration of four roles in one: reader, translator, writer, and scholar. "Transreader" recognizes that close reading, literary translation, creative writing, and…

The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al-Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross-cultural implementation of…

The current educational discourse on Emmanuel Levinas's concept of subjectivity has focused on the pure openness and subjection of the self to the other. Based on such an understanding, some educational theorists hold that Levinas's work has given us new hope for the mission of education, while others deny its relevance. I suggest that this…

In this review essay, Clarence Joldersma argues for a novel role for science in developing an affirmative answer to his title question, "How can science help us care for nature?" He does so in dialogue with Clare Palmer's edited volume, "Teaching Environmental Ethics," Dirk Postma's "Why Care for Nature?" and Michael Bonnett's "Retrieving Nature."…

In this essay Maureen Ford examines a selection of situated knowledges discourses in order to make explicit their attention to political effects. She contends, first, that the "epistemic public(s)" constituted through these discourses are multiple, interactive, performative, and layered, and further that they are explicitly political in ways that…

Hans-Georg Gadamer has been criticized by a wide range of feminist scholars who argue that his work neglects feminine aspects of understanding, many of which are essential to sound theorizing about educational contexts. In this essay, Linda O'Neill employs Virginia Woolf's classic gender analysis both as a foil for Gadamer's philosophical…

Pragmatism has been rediscovered in recent years and presented as emblematic of modern thinking. At the center of this worldwide interest in late-nineteenth century Pragmatism stood, first, a rejection of the traditional dualistic construction of the world in philosophy and psychology; second, a distinguishing of the findings of learning theory…

Discusses educational philosophy, presenting epistemological and hermeneutic conceptions of the nature of understanding according to Paul H. Hirst and Martin Heidegger. The article looks at Hirst's epistemology of understanding and Heidegger's understanding as a praxeological competence. (SM)

Indicates basic ontological assumptions in the virtues-principles debate in moral philosophy, noting Aristotle's and Kant's fundamental ideas about morality and considering a hermeneutic synthesis of theories. The article discusses what acceptance of the synthesis might mean in the theory and practice of moral pedagogy, offering examples of…

This article focuses on the different interpretations of art reflected in six of the essays on art in educational research and teaching in this journal issue, the related views of knowledge that they imply, the tones and colors of the essay voices, and the ramifications for research, curriculum, and teaching that can be drawn from this work. (JB)