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Deron Boyles [12]Deron R. Boyles [7]
  1.  4
    Nicholas J. Eastman, Morgan Anderson & Deron Boyles (forthcoming). Choices or Rights? Charter Schools and the Politics of Choice-Based Education Policy Reform. Studies in Philosophy and Education:1-21.
    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 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 (...)
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  2.  6
    Deron R. Boyles (2006). Dewey's Epistemology: An Argument for Warranted Assertions, Knowing, and Meaningful Classroom Practice. Educational Theory 56 (1):57-68.
    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 (...)
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  3.  6
    Deron Boyles (2012). Dewey, Ecology, and Education: Historical and Contemporary Debates Over Dewey's Naturalism and (Transactional) Realism. Educational Theory 62 (2):143-161.
    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 (...)
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  4. Deron Boyles (2011). Considering the Roles for AESA: An Argument Against Commercialism, Reductionism, and the Quest for Certainty. Educational Studies 47 (3):217-239.
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  5.  1
    Deron Boyles (2016). Absurdities, Contradictions, and Paradoxes in Miguel de Unamuno's Amor y Pedagogía. Educational Theory 66 (5):619-639.
    This essay reconsiders Miguel de Unamuno's contribution to philosophy and education by focusing on his Amor y pedagogía — 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 (...)
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  6.  58
    Attick Dennis & Boyles Deron (2010). Montessori, Dewey, and Capitalism: Educational Theory for a Free Market in Education. Education and Culture 26 (1):100-103.
    Jerry Kirkpatrick's Montessori, Dewey, and Capitalism: Educational Theory for a Free Market in Education presents a provocative synthesis of the educational philosophies of Maria Montessori and John Dewey with the economic philosophies of Ayn Rand and Ludwig Von Mises. At the center of Kirkpatrick's thesis is his belief that public education be subject to a free-market model. Kirkpatrick holds that students can thrive in an educational system free from all forms of coercion, something he believes can only be accomplished in (...)
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  7. Deron Boyles (2009). Considering Lorraine Code's Ecological Thinking and Standpoint Epistemology: A Theory of Knowledge for Agentic Knowing in Schools. Ohio Valley Philosophy of Education Society, Philosophical Studies in Education 40:126 - 137.
     
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  8.  8
    Deron R. Boyles (1996). Sophistry, Dialectic, and Teacher Education: A Reinterpretation of Plato's Meno. Journal of Philosophy of Education:102-109.
    This essay argues for a rereading of "Meno" and attempts two specific goals: 1) reviving Plato's indictment of sophistry as an important and timely way to investigate what it means to achieve a deeper sensibility of teaching and learning; and 2) demonstrating that the Socrates/slave-boy "dialectic" is actually a display of sophistry, for sophists, to demonstrate the flaws of sophistry. By offering such an interpretation as 2) an argument is made against sophistry and for authentic dialectic (vs. Socratic dialectic) in (...)
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  9.  13
    Deron R. Boyles (2000). Students as Knowers: An Argument for Justificatory Social Epistemology by Way of Blind Realism. Social Epistemology 14 (1):33 – 42.
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  10.  7
    Deron Boyles (2011). The Privatized Public: Antagonism for a Radical Democratic Politics in Schools? Educational Theory 61 (4):433-450.
    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 (...)
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  11.  1
    Nicholas J. Eastman & Deron Boyles (2015). In Defense of Academic Freedom and Faculty Governance: John Dewey, the 100th Anniversary of the AAUP, and the Threat of Corporatization. Education and Culture 31 (1):17-43.
    On the verge of the one hundredth anniversary of the founding of the American Association of University Professors, we examine the organization’s focus on academic freedom, shared governance, and the challenges the AAUP faced during its early years. The history is a fairly uncontested one: higher education in the late nineteenth and early twentieth centuries in the United States was the context for the struggle over academic freedom and shared governance. Dismissed professors, resignations by colleagues, and the struggle of professionalization (...)
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  12.  2
    Xiaodan Huang, Michael Vavrus, Deron R. Boyles, Abra N. Feuerstein, Cheryl T. Desmond, Kathleen Hermsmeyer, Helena Mariella-Walrond, Ignacio L. Götz & Robert R. Sherman (1996). Book Review Section 2. [REVIEW] Educational Studies 27 (2):163-202.
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  13.  2
    Bill Armaline, Kathy Farber, Kathleen Knight Abowitz, Deron R. Boyles, Cynthia I. Gerstl-Pepin, Colette Gosselin, Linda Irwin-Devitis, Benjamin Baez & Huey-Li Li (1999). Book Review Section 1. [REVIEW] Educational Studies 30 (2):161-200.
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  14. Deron R. Boyles, Kathryn Cramer, Timothy Reagan, Thomas Baker, Michele Brenner, Karen Buchanan, Christine Colling, Catherine Drinan, Karen Durbin, John Farra, Melinda Gale, Christy Godwin, George Gostovich, Leslie Greger, Jennifer Howe, Anne Lesch, Carolyn Miller, Holly Powell, Kaycee Taylor, Jesse Tepper, Kelly Wainwright, Todd Wiedemann & Kimberley Zacher (1997). Historical Perspectives. Educational Studies 28 (3-4):260-274.
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  15. Deron Boyles (2010). Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism. Educational Studies 37 (3):255-266.
    (2005). Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism. Educational Studies: Vol. 37, No. 3, pp. 255-266.
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  16. Deron Boyles (2005). Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism. Educational Studies 37 (3):255-266.
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  17. Gabriel Keehn & Deron Boyles (2015). Sense, Nonsense, and Violence: Levinas and the Internal Logic of School Shootings. Educational Theory 65 (4):441-458.
    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 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 (...)
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