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In a post-Trump, post-Covid-19 world, it is clear that truth is contested by fake news outlets and misinformation. Less clear is how to navigate the vicissitudes of intersectional discourse without devolving into a Richard Rortyan relativism that denies truth altogether. This paper considers the epistemic commitments of foundationalism and coherentism before turning to pragmatist Susan Haack to explore whether there are convergences between the two. The goal of this paper is three-fold: (1) to clarify how truth and fact feature in foundationalist and coherentist epistemic thinking; (2) to offer a pragmatist "foundherentist" intersection between foundationalism and coherentism; and (3) to use (1) and (2) to highlight the untenable position Rortyan relativism represents, specifically in relation to education formally understood. [ABSTRACT FROM AUTHOR]

The article presents a lecture given by Marcella Kysilka to the American Association for Teaching and Curriculum (AATC) on October 4, 2018 in Dallas, Texas. Topics include ethics, curriculum, teaching and learning in a hostile policy environment, and the author's central claim is that education policy in the U.S. is inexorably linked to business interests and, therefore, promotes ethical egoism over ethical altruism.

This essay reconsiders Miguel de Unamuno's contribution to philosophy and education by focusing on his Amor y pedagogía ( Love and Pedagogy [1902]) - a piece of fiction considered by many to be the transition point in his work from the documentary realism of the nineteenth century to what Unamuno called 'viviparous' narrative for the twentieth century. Deron Boyles examines four central characters in Love and Pedagogy - Avito Carrascal, Marina Carrascal, Fulgencio Entrambosmares, and Apolodoro Carrascal - as symbolic representations of enduring conflicts in school and society. [ABSTRACT FROM AUTHOR]

Utilizing a broadly Levinasian framework, specifically the interplay among his ideas of possession, violence, and negation, Gabriel Keehn and Deron Boyles illustrate how the relatively recent sharp turn toward the hypercorporatized school and the concomitant transition of the student from simple (potential) customer to a type of hybrid consumer/consumable has rendered it more difficult for students to see themselves as engaged in any type of serious ethical relationship with those around them. To be unable to see their peers as Others, in other words, makes it easier for students to perpetrate a specific type of violence against them. Keehn and Boyles suggest that current popular policy responses to gun violence in schools (such as increased security, zero-tolerance policies, antibullying initiatives, and mental-health policy revisions) are approaches that, at best, fail to address the root cause of gun violence in schools and, at worst, are themselves branches of that root: namely, a homogenizing corporatism that creates an ethical vacuum in the schoolhouse. [ABSTRACT FROM AUTHOR]

In the early 1970s, Thomas Colwell argued for an 'ecological basis [for] human community.' He suggested that 'naturalistic transactionalism' was being put forward by some ecologists and some philosophers of education, but independently of each other. He suspected that ecologists were working on their own versions of naturalistic transactionalism independently of John Dewey. In this essay, Deron Boyles examines Colwell's central claim as well as his lament as a starting point for a larger inquiry into Dewey's thought. Boyles explores the following questions: First, was and is there a dearth of literature regarding Dewey as an ecological philosopher? Second, if a literature exists, what does it say? Should Dewey be seen as biocentric, anthropocentric, or something else entirely? Finally, of what importance are the terms and concepts in understanding and, as a result, determining Dewey's ecological thought in relation to education? [ABSTRACT FROM AUTHOR]

In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the 'public' part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets-as places where a unidirectional narrative of 'givens' reinforce individualism, competition, and corporatization under the guise of merit, testing, and school-business partnerships. [ABSTRACT FROM AUTHOR]

The article presents the 2010 American Educational Studies Association (AESA) Presidential Address by Dr. Deron Boyles of Georgia State University, president of AESA, entitled "Considering the Roles for AESA: An Argument Against Commercialism, Reductionism, and the Quest for Certainty." Dr. Boyles discussed the proper role of AESA in studying and combating commercialism in American education, the role of grants in higher education, and school-business partnerships.

In this paper we explore 'exergaming' in schools, the latest trend influencing the physical education (PE) curriculum. Throughout the paper we investigate the various proponents of exergaming including the gaming industry, academic researchers and PE teachers. Our inquiry takes a closer look at exergaming as a pedagogical trend and describes exergaming's potential implications for the profession of PE as well as for individual students. Our methodological approach includes review and analysis of popular, scholarly and curricular texts related to the use of exergaming in schools. The analysis underscores the political nature of the curriculum and, in so doing, invites a closer look at this curricular trend by examining whose interests are served through the circulation of crisis discourses surrounding youth (ill)health and the use of these crisis discourses to justify the placement of commercial products in schools. [ABSTRACT FROM AUTHOR]

In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey's conception of warranted assertibility in an effort to show the value of fallibilist epistemology in practical and social teaching and learning contexts. By highlighting the distinctions between traditional epistemology and Dewey's conception of knowing, Boyles demonstrates that epistemology has value insofar as it highlights a more useful, instrumentalist theory of knowing that is applicable to classroom practice. [ABSTRACT FROM AUTHOR]

The article focuses on the benefits and limitations of creating learning communities in education in the United States, specifically the creation of residential and nonresidential freshman learning communities (FLC) on campuses. Despite the popularity of FLC in the context of its historical antecedents and contemporary norms and discourses, questions arise as to who would benefit from an FLC and why, the viability of administrative centralization of the FLC machinery, including courses and their content requirements and the consideration of what historical traces are at work in these FLCs as student voice and autonomy are cultivated among students.

In this article, I explore the various kinds of book covers that exist to see if a metanarrative can be discerned. I also wish to question the degree to which the various covers indicate, inscribe, or otherwise represent cultural values that might be problematic. In a basic and general sense, my intent is to investigate what symbols are actually represented on the dust jackets. What meanings do they foreclose or ‘cover’ over? What messages might they send? This article highlights and describes a series of textbook covers, from over one hundred that have been provided to me by various students, colleagues, and friends. Accordingly, this is not an exhaustive review of book covers. I am analyzing what I have been given with the intention of analyzing the symbols, meanings, and pros and cons of using book covers in schools. Ultimately, this article questions the role teachers play in promoting, wittingly or not, commercialism in schools. [ABSTRACT FROM AUTHOR]

Suggests that 'knowing' reveals itself to be a justificatory process that does not end in static knowledge claims separate from the community of knowers from which those claims emerge, change and reformulate. Traditional epistemology concept extended by classical scientific realism; Application of the concept of blind realism in reinterpreting knowing as a fallible process.

Simply put, charter schools have not lived up to their advocates' promise of equity. Using examples of tangible civil rights gains of the twentieth century (e.g. Brown v. Board, Lau v. Nichols) and extending feminist theories of invisible labor to include the labor of democracy, the authors argue that the charter movement renders invisible the labor that secured civil protections for historically marginalized groups. The charter movement hangs a quality public education-previously recognized as a universal guarantee-on the education consumer's ability to navigate a marketplace. The authors conclude that the neoliberal agenda of positioning choice as the best mechanism for securing an education rolls back the rights that were already secured through the labor of democracy. [ABSTRACT FROM AUTHOR]