Education for Empire: American Schools, Race, and the Paths of Good Citizenship (Stratton, 2016) is much more than a history book about American education. It is a critical work that provides philosophical undertones that challenge our perception about the imperial roles of the U.S. school system. Stratton very clearly and meticulously presents the intricate relationship between history, civics, and geography within school curricula and textbooks. He shows us how these subjects have been manipulated by those in power to promote a (...) hidden agenda. One that instills national pride, American loyalty, and patriotism, and is designed to turn students into supporters of U.S. imperialism and of their racial and class hierarchies. An example of this is Stratton’s own examination of the content of books like, Complete Geography written in 1899. Stratton claims this text was widely used in American public schools and it explicitly states that, “the Caucasian or white race is most intelligent and most powerful of all races.” Education for Empire: American Schools, Race, and the Paths of Good Citizenship helps us understand why it has taken so much time for people of color, like me, to occupy academic spaces and to begin the dismantling of oppressive governmental and pedagogical systems that have intentionally kept us from having a dignified education. (shrink)

El artículo consta de cuatro partes. En la primera parte, la introducción, señalo algunos aspectos de la importancia del proyecto. Segundo, describo y evalúo como Varela interpreta la filosofía. Tercero, exploro su eclecticismo dentro de su filosofía. Por último, explico el concepto de utilidad en el quehacer filosófico de Varela. Estos tres conceptos: filosofía, eclecticismo y utilidad están correlacionados en su obra. La filosofía con la recta razón. El eclecticismo, o lo que Varela llama la “verdadera filosofía,” con la sabia (...) selección de argumentos, incluyendo diversos métodos para explorar nuestras experiencias cotidianas, y la utilidad con la mesurada evaluación de nuestra conducta, incluyendo el bien común. Dado que estos tres conceptos son polisémicos, ellos pueden ser manipulados, y de hecho han sido tergiversados, por pensadores que han tratado de explicar el pensamiento filosófico vareliano con fines partidistas, ya sea con buenas intenciones o con fines ideológicos tendenciosos. (shrink)

In this essay, I link Pragmatism and the philosophy of liberation by making a comparison between John Dewey’s concept of the public and Enrique Dussel’s concept of the pueblo. I am specifically interested in how these concepts set up the relationship between intellectuals and their constituency—the community from which their thought emerges and to which they take themselves to be responsible. Reading the public and the pueblo together, I emphasize the need for intellectuals to consider further how their scholarship affects (...) those they claim to serve. I conclude via what AnaLouise Keating calls “risking the personal”—offering some autobiographical remarks on the questions I raise below. (shrink)

This article examines Gloria Anzaldúa’s critical appropriation of Mexican philosophical sources, especially in the writing of Borderlands/La Frontera. We argue that Anzaldúa effectively contributed to la filosofía de lo mexicano by developing an Inter-American Philosophy of Mexicanness. More specifically, we recover “La Mexicana en la Chicana” by paying careful attention to Anzaldúa’s Mexican sources, both those she explicitly cites and those we have discovered while conducting archival research using the Gloria Evangelina Anzaldúa Papers at the Benson Latin American Collection at (...) the University of Texas at Austin. The eight Mexican philosophical sources we examine and discuss here are: José Vasconcelos (1882-1959), Miguel León-Portilla (1926-2019), Juana Armanda Alegría (1938- ), Octavio Paz (1914-1998), Samuel Ramos (1897-1959), Rosario Castellanos (1925-1974), Sor Juana Inés de La Cruz (1648-1695), and Jorge Carrión (1913-2005). (shrink)