27 found
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Barbara S. Stengel [18]Barbara Stengel [9]Barbara Senkowski Stengel [2]
  1.  16
    Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists.Barbara Stengel - 2019 - Studies in Philosophy and Education 38 (1):7-29.
    Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...)
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  2.  36
    Exploring Fear: Rousseau, Dewey, and Freire on Fear and Learning.Andrea English & Barbara Stengel - 2010 - Educational Theory 60 (5):521-542.
  3.  50
    The Complex Case of Fear and Safe Space.Barbara S. Stengel - 2010 - Studies in Philosophy and Education 29 (6):523-540.
    Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator (...)
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  4.  7
    Practicing Courage in a Communal Key.Barbara S. Stengel - 2018 - Educational Theory 68 (2):213-233.
  5.  8
    Cause for Worry or Agenda for Action?Barbara S. Stengel - 2002 - Educational Theory 52 (3):281-290.
  6.  27
    After the Laughter.Barbara S. Stengel - 2014 - Educational Philosophy and Theory 46 (2):1-12.
    We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion and others not viewed as (...)
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  7. Facing Fear, Releasing Resistance, Enabling Education.Barbara Stengel - 2008 - Philosophical Studies in Education 39:67.
  8.  2
    Why Teaching Matters: A Philosophical Guide to the Elements of Practice, Paul Farber and Dini Metro-Roland, Bloomsbury, 2020, Pp. 224.Barbara S. Stengel - 2021 - Educational Theory 71 (5):665-672.
  9.  78
    Questioning Safe Space: An Introduction.Barbara S. Stengel & Lisa Weems - 2010 - Studies in Philosophy and Education 29 (6):505-507.
  10.  8
    Book Review Section 1. [REVIEW]Steve Tozer, Kenneth D. Benne, Karen Tice, George R. Knight, Thomas Fleming, Barbara S. Stengel, Evelina Orteza Y. Miranda, George T. Hole, Sharon Bailin & Edward G. Rozycki - 1991 - Educational Studies 22 (3):287-352.
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  11.  28
    Book Review Section 3. [REVIEW]Bruce A. Kimball, Lee Andrew Elioseff, Richard D. Lakes, Sj Perko, John R. Thelin, Erwin V. Johanningmeier, Richard J. Altenbaugh, Barbara Senkowski Stengel & Diane L. Butzer - 1990 - Educational Studies 21 (2):84-121.
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  12.  7
    Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay.Becky L. Noël Smith, Keith E. Benson, Meira Levinson & Barbara S. Stengel - 2019 - Educational Theory 69 (3):341-354.
  13.  5
    What Would Dewey See/Say Now? China's Promise 1919 to 2019.Barbara Stengel - 2020 - Education and Culture 36 (1):4.
    This is not a simple question to answer, of course. There seems little doubt that Dewey’s China sojourn impacted his development as a philosopher and educator, but that is not the question at issue for us. Our question can be stated: Is China’s educational environment and pedagogical practice different today because John Dewey took China seriously? His taking China seriously is manifested in multiple ways that go beyond his time in-country. Dewey had significant numbers of Chinese students, and it is (...)
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  14.  22
    Dewey's Pragmatic Poet: Reconstructing Jane Addams's Philosophical Impact.Barbara Stengel - 2007 - Education and Culture 23 (2):29-39.
  15.  28
    Simpson, Douglas B. And Jackson, Michael J. B., Educational Reform: A Deweyan Perspective.Barbara S. Stengel - 1999 - Studies in Philosophy and Education 18 (6):435-443.
  16.  25
    Dewey, Women, and Weirdoes: Or, the Potential Rewards for Scholars Who Dialogue Across Difference.Craig A. Cunningham, David Granger, Jane Fowler Morse, Barbara Stengel & Terri Wilson - 2007 - Education and Culture 23 (2):pp. 27-62.
    This symposium provides five case studies of the ways that John Dewey's philosophy and practice were influenced by women or "weirdoes" (our choices include F. M. Alexander, Albert Barnes, Helen Bradford Thompson, Elsie Ripley Clapp, and Jane Addams) and presents some conclusions about the value of dialoging across difference for philosophers and other scholars.
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  17.  11
    Educating Homo Oeconomicus? “The Disadvantages of a Commercial Spirit” for the Realization of Democracy and Education.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):245-261.
    At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She (...)
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  18.  3
    Educational Promise Amidst Authoritarian Ambition.Barbara Stengel - 2020 - Education and Culture 36 (1):54.
    Were John Dewey to visit China today, he would not be the same John Dewey. He would be the Dewey whose own horizons were altered by his encounter with the China of 1919. He would also be the Dewey who came to know China by living there and by working with aspiring Chinese scholars and educators for twenty years. When Dewey went to China originally, he had no expectations. Neither he — nor the world — knew China. Today, it would (...)
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  19.  10
    Review of Clarence W. Joldersma, A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration. [REVIEW]Barbara Stengel - 2016 - Studies in Philosophy and Education 35 (1):119-122.
  20.  16
    More Than “Mere Ideas”: Deweyan Tools for the Contemporary Philosopher.Barbara S. Stengel - 2009 - Education and Culture 25 (2):pp. 89-100.
  21.  4
    A Modest Model of Thought and Action.Barbara S. Stengel - 2017 - Educational Theory 67 (6):673-676.
  22.  5
    Introduction to Section III: Deweyan Growth in Practice.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):227-230.
  23.  7
    Autonomy? Or Responsibility?Barbara S. Stengel - 2010 - Educational Theory 60 (1):19-28.
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  24.  2
    Creative Integration and Pragmatist Optimism: Dispositions for “the Task Before Us”.Barbara S. Stengel - 2018 - Education and Culture 34 (2):17.
    Alice laughed. "There's no use trying," she said: "one can't believe impossible things.""I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."In the wake of the November 2016 presidential election, countless commentators recognized what Richard Rorty knew in 1998, that the U.S. democratic system would crack under the weight of social and economic inequalities and inequities— (...)
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  25.  4
    Book Review Section 4. [REVIEW]Dai Weidong, Maureen W. Mcclure, Portia H. Shields, Kenneth E. Martin, Reba Page & Barbara Senkowski Stengel - 1988 - Educational Studies 19 (3-4):433-471.
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  26.  8
    Making Use of the Method of Intelligence.Barbara S. Stengel - 2001 - Educational Theory 51 (1):109-125.
  27.  1
    Attend to the Oats.Barbara Stengel - forthcoming - Philosophy of Education:70-75.
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