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  1.  41 DLs
    Kal Alston (2001). Re/Thinking Critical Thinking: The Seductions of Everyday Life. Studies in Philosophy and Education 20 (1):27-40.
    The way that critical thinking has been framed as aneducational objective has led, on the one hand, to itssuccessful saturation of educational discourse and, onthe other, to an equation of critical thinking withdemonstrable rhetorical skills. This essay suggeststhat both critical thinking and obstacles tosuccessful critical thinking are most commonly foundin the activities of everyday life. Humans deploycritical thinking in expressions of socialimagination, illuminations of our selves andrelationship, and in ethical choices and publicengagements. By reframing critical thinking,educators may find ways to (...)
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  2.  14 DLs
    Kal Alston (1991). Teaching, Philosophy, and Eros: Love as a Relation to Truth. Educational Theory 41 (4):385-395.
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  3.  10 DLs
    Kal Alston (1995). Begging the Question: Is Critical Thinking Biased? Educational Theory 45 (2):225-233.
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  4.  0 DLs
    Kal Alston (forthcoming). Race Consciousness and the Philosophy of Education. Philosophy of Education.
  5.  0 DLs
    Kal Alston (1995). Difference, Identity, and" Otherness" in a Multicultural World. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge 278.
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    Cornel West, Kal Alston, Molefi Kete Asante, Bettina G. Bergo, Robert Bernasconi, Janine Jones, Chris Cuomo, Clarence Sholé Johnson, John H. Mcclendon Iii, Greg Moses, Monique Roelofs, Crispin Sartwell & Anna Stubblefield (2005). White on White/Black on Black. Rowman & Littlefield Publishers.
    White on White/Black on Black is a unique contribution to the philosophy of race. The text explores how 14 philosophers, 7 white and 7 black, philosophically understand the dynamics of the process of racialization.
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