How do educators talk about trauma with young children? Specifically, how do they address children's secondhand experiences of crimes against humanity? In this article, Cara E. Furman argues that classrooms for young children must witness these experiences. A genre of picture books that Furman terms “eavesdropping texts” offer testimony that both witnesses and invites children's secondhand experiences of crimes against humanity. Here, Furman couples a close reading of the books with literary criticism and trauma theory in order (...) to showcase the nuances of the genre and the pedagogical potential of eavesdropping books for young readers. (shrink)

Longtime teacher and teacher educator Patricia Carini argues that numbers provide one of the many crucial tools that humans use to make sense of their world.4 In making this claim, Carini retells an extended "Number Story" from Alfred North Whitehead in which a squirrel moves her three children "one by one" to a new location.5 As Whitehead recounts: when the mother had placed them on a rock outside, the family group looked to her very different from its grouping within the (...) nest. She was vaguely disturbed, and ran backwards and forwards two or three times to make quite sure no young squirrel had been left behind. She was unable to count. … All she knew was that the vague multitude on the rock seemed very unlike the... (shrink)

Pantomime has long been considered distinct from co-speech gesture. It has therefore been argued that pantomime cannot be part of gesture-speech integration. We examine pantomime as distinct from silent gesture, focusing on non-co-speech gestures that occur in the midst of children’s spoken narratives. We propose that gestures with features of pantomime are an infrequent but meaningful component of a multimodal communicative strategy. We examined spontaneous non-co-speech representational gesture production in the narratives of 30 monolingual English-speaking children between the ages of (...) 8- and 11-years. We compared the use of co-speech and non-co-speech gestures in both autobiographical and fictional narratives and examined viewpoint and the use of non-manual articulators, as well as the length of responses and narrative quality. The use of non-co-speech gestures was associated with longer narratives of equal or higher quality than those using only co-speech gestures. Non-co-speech gestures were most likely to adopt character-viewpoint and use non-manual articulators. The present study supports a deeper understanding of the term pantomime and its multimodal use by children in the integration of speech and gesture. (shrink)

This paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, I draw on a (...) qualitative study of four long-term elementary school principals. (shrink)

This is the story of a class of painters, puppeteers, puppy trainers, poets, and so much more. It is the story of how a community of first- and second-grade students, wonderful parents and colleagues, and a very wise principal helped me to teach so that each child could pursue a broad range of passions. It is a story about how my students, in recognizing one another’s passions, created a community where everyone, including the teacher, was celebrated.It is a story that (...) I tell with a joy tinged with sadness. The joy comes from my fondness for the memory as well as a conviction that my teaching that year created an experience that honored my students. The sadness comes from the fact that I tell this story from the.. (shrink)

As ethical agents, teachers regularly must decide whether compliance to rules and norms is in the best interest of their students. Yet, teachers in the United States are educated to be passively obedient. In this paper, I argue that part of pre-service teacher education ought to learn ways of resisting. I describe one approach to verbal resistance, what Michel Foucault calls Truth-Telling. Building on a qualitative self-study with pre-service teachers, I explain how a form of team-teaching called Interruptions can promote (...) Truth-Telling. (shrink)

Amidst a steady clamor about “learning loss” during the pandemic, a minority of educators have cautioned we must, in the words of Donna Haraway, “stay with the trouble,” giving children space to grieve, explore, and make sense of a new reality. In this paper I interrogate what it means to stay with trouble and specifically call for what I refer to as wander time to stay with trouble in schools. With the phrase wander time, I reference the 40 years the (...) Ancient Israelites spent wandering the desert after they left Egypt as slaves and before they founded a nation in Israel. Taking a phenomenological approach, I then illustrate the practical implications and the potential of wander time through a study of my then preschool-age son’s yearlong self-directed and adult supported multimedia exploration of Transformers (vehicles in popular culture that transform into robots with human-like personalities). I document how through this exploration, my son articulated fears, stayed with, and made sense of troubles. I close by analyzing the pedagogy of wander time to suggest practical implications for schools. (shrink)

The editors of this collection set out with the intention of extending the debate in the ethics of belief beyond its traditional topics, such as whether it is ever permissible to form beliefs on insufficient evidence, and if pragmatic concerns should play a role in responsible belief formation. The result is that this collection covers an expansive range of material.Some of the topics that are covered are in keeping with the traditional bounds of the literature, such as whether direct doxastic (...) control is possible , and whether normativity in epistemology is properly thought of as epistemic or ethical .Somewhat less orthodox, but still in keeping with traditional subject matter, is Battaly’s chapter, in which she usefully clarifies various ways of thinking about virtue and vice in both ethics and epistemology. Battaly’s chapter is slightly outside of th .. (shrink)

My presentation will evidently be the longest since I will be presenting the results of two major surveys done in Moscow, Pskov, and a number of other cities and villages in July-September 1990 and in August-October 1991. The interpretation of the findings of these surveys was done by me together with S.B. Filatov, while the actual investigations were carried out by S.B. Filatov, L.G. Byzov, L.M. Vorontsova, and G.L. Gurevich. The purpose of the surveys was above all to shed some (...) light on the picture of contemporary religiosity and on the connection between religious beliefs and political attitudes. What do the findings of these surveys tell us? (shrink)

Virtually the entire country, or in any event the socially active part of it, has at present but one aspiration—to "build capitalism" as rapidly as possible. An old ideological-psychological complex, not unique to our country—the notion of a horrible past , a difficult transitional period, and an earthly paradise to come after it, this time a capitalist paradise—is being resurrected in a new and "inverted" form. It seems to me that even the figure 500 in the 500-day program is no (...) accident but is reminiscent of the five-year plans. (shrink)

This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part (...) of this cultivation if racist norms are to be disrupted and replaced with more equitable ways of seeing in schools. In making this argument, we draw on a practice, Descriptive Inquiry, to cultivate more equitable talk and describe how it led to changes in four urban public schools. (shrink)

Educational Theory, Volume 72, Issue 1, Page 27-30, February 2022.

This book provides an introduction to Plato’s work that gives a clear statement of what Plato has to say about the problems of thought and life. In particular, it tells the reader just what Plato says, and makes no attempt to force a system on the Platonic text or to trim Plato’s works to suit contemporary philosophical tastes. The author also gives an account that has historical fidelity - we cannot really understand the Republic or the Gorgias if we forget (...) that the Athens of the conversations is meant to be the Athens of Nicias or Cleon, not the very different Athens of Plato’s own manhood. To understand Plato’s thought we must see it in the right historical perspective. (shrink)

The poet’s words: “A man’s reach should exceed his grasp” are not merely a command of what ought to be , they are a description of what is. Man has always been stretching himself beyond his own measure. He has a sense of the Infinite: Eternity has been set in his heart: he has not been content to look only on the things seen, his gaze has ever been towards the Unseen. Whatever stage of development he may have reached, he (...) seeks for, and strives after, what is above and beyond himself and his world. In science he tries to get behind the phenomenal reality as his senses apprehend it, to the noumenal , mind. In philosophy he endeavours to bring the multiplicity of his experience, outer and inner, into a unity that will evidence itself to his reason as coherent, and not contradictory. In morality he is not content with the customs and standards of the society of which he is a member; but conscious of their inadequacy, he conceives and aspires to realize an ideal adequate to his nature; his ought to be is always challenging his is . The impulse or motive of progress in all spheres of human interest and activity is “the best is yet to be.”. (shrink)

This paper explores the underrepresentation of women and minorities in academic philosophy. Specifically, it focuses on why, given the relatively even male/female ratio at undergraduate level, women are underrepresented at every level above this. It addresses some of the misconceptions and myths surrounding women in philosophy, including those surrounding the discussion of the different‐intuition hypothesis. It also explores the ways in which feminist research in philosophy is subject to marginalisation as a result of systematic exclusionary practices typical of the dominant (...) culture of justification within traditional philosophy. It argues for the necessity of an intersectional approach, and the importance of taking seriously the psychological and sociological analysis of underrepresentation, in order to improve both the experience and the representation of women and other minorities at all levels of professional philosophy, as well as of the discipline as a whole. (shrink)

This paper offers a new approach to the philosophical foundations of information systems through feminist philosophy and, in particular, feminist epistemology. This can be used to expose the universalizing tendency of many information systems and to show the importance of using real-life complex examples rather than the simplified examples often favored by philosophers. Within traditional epistemology and its relation to IS, subjectivity, the propositional/skills distinction and epistemic hierarchies are subject to arguments from feminist epistemology. With respect to the emerging critical (...) school of IS, feminist epistemology, and within that, feminist standpoint theory, are used to examine the complexities of the positivist/anti-positivist position and the related concept of emancipation. In addition, it is argued that the liberal version of emancipation encapsulated in such systems may have an effect opposite to that of emancipation These issues are illustrated in an existing expert systems project. (shrink)

This is a volume on the concepts, theories, models and social consequences of creativity. It contains articles by well-known cognitive scientists, economists, mathematicians, philosophers and psychologists.

In the past decade, the notion of a neural correlate of consciousness has become a focal point for scientific research on consciousness. A growing number of investigators believe that the first step toward a science of consciousness is to discover the neural correlates of consciousness. Indeed, Francis Crick has gone so far as to proclaim that ‘we need to discover the neural correlates of consciousness. For this task the primate visual system seems especially attractive. No longer need one spend time (...) attempting to endure the tedium of philosophers perpetually disagreeing with each other. Consciousness is now largely a scientific problem’. Yet the question of what it means to be a neural correlate of consciousness is actually far from straightforward, for it involves fundamental empirical, methodological, and philosophical issues about the nature of consciousness and its relationship to the brain. Even if one assumes, as we do, that states of consciousness causally depend on states of the brain, one can nevertheless wonder in what sense there is, or could be, such a thing as a neural correlate of consciousness. (shrink)