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Barbara J. Thayer-Bacon [49]Barbara Thayer-Bacon [18]Barbara Jean Thayer-Bacon [1]
  1.  7
    Living During a Technological Revolution.Barbara J. Thayer-Bacon - 2019 - Studies in Philosophy and Education 38 (6):577-579.
  2.  18
    Redefining Work and Education in the Technological Revolution.Barbara J. Thayer-Bacon - 2019 - Studies in Philosophy and Education 38 (6):581-590.
    Just as Dewey argued during the industrial revolution, from the 1890s–1930s, and Martin argued in the 1960s–1990s with our “second wave” working revolution : today’s times are out of joint, potentially dangerous conflicts exist, and teachers have some responsibility in making things right. We are in another social revolution, as work is changing significantly again, due to advances in technology. Let’s call these current changes in work the technology revolution. Again, we need to rethink our school structures, curriculum, and pedagogy. (...)
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  3.  11
    Philosophy Applied to Education: Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon & Charles S. Bacon - 1998 - Prentice-Hall.
    This book shows readers how philosophy of education relates to and influences classroom practice.The book presents the authors' own philosophy of education and places it in the context of a broad range of other classic and contemporary perspectives. Within each chapter the theory is related to schools and classrooms as they really exist including issues and problems that teachers, parents, students, and administrators face daily. The book is easily accessible in approach, cutting-edge in its multicultural and feminist focus, and rich (...)
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  4.  36
    Pragmatism and Feminism as Qualified Relativism.Barbara Thayer-Bacon - 2003 - Studies in Philosophy and Education 22 (6):417-438.
    This article explores pragmatism's associationwith relativism, not to rescue it fromrelativism but rather to highlight how aspectsof the classic pragmatists' positions supportqualified relativism. I do so in an effort tohelp restore ``relativism'' as a meaningfulconcept that is nuanced and complex, ratherthan naive and vulgar, as it is regularlyportrayed by more traditional philosophers. This nuanced relativism I call qualifiedrelativism. Qualified relativists insist thatall inquiry are affected by philosophicalassumptions which are culturally bound, andthat all inquirers are situated knowers who areculturally bound as (...)
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  5.  25
    Radical Democratic Communities Always-in-the-Making.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):5-25.
    This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of (...)
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  6.  11
    Relational ontologies.Barbara J. Thayer-Bacon - 2017 - New York: Peter Lang.
    Relational Ontologies uses the metaphor of a fishing net to represent the epistemological and ontological beliefs that we weave together for our children, to give meaning to their experiences and to help sustain them in their lives. The book describes the epistemological threads we use to help determine what we catch up in our net as the warp threads, and our ontological threads as the weft threads. It asks: what kind of fishing nets are we weaving for our children to (...)
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  7.  17
    Democracies Always in the Making: Historical and Current Philosophical Issues for Education.Barbara J. Thayer-Bacon - 2013 - Lanham: R&L Education.
    Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
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  8.  22
    Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education.Barbara J. Thayer-Bacon - 2016 - Studies in Philosophy and Education 36 (3):299-314.
    In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and (...)
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  9.  7
    Education Feminism: Classic and Contemporary Readings.Barbara J. Thayer-Bacon - 2013 - SUNY Press.
    Collection of important essays by feminist scholars from cultural studies, philosophy of education, curriculum theory, and women’s studies. Education Feminism is a revised and updated version of Lynda Stone’s out-of-print anthology, The Education Feminism Reader. The text is intended as a course text and provides students a foundational base in feminist theories in education. The classics section is comprised of the readings that students have most responded to in classes. The contemporary readings section demonstrates how the third-wave feminist criticism of (...)
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  10.  11
    A Pragmatist and Feminist Relational (E)pistemology.Barbara Thayer-Bacon - 2010 - European Journal of Pragmatism and American Philosophy 2 (1):133-155.
    I. Introduction In 1966 two sociologists, Peter L. Berger and Thomas Luckmann, published a small yet influential book, titled The Social Construction of Reality, in which they argue that reality is socially constructed and that it is the task of the sociology of knowledge to analyze the process in which this occurs (1966: 1). They acknowledge in their Introduction that “reality” and “knowledge” are two terms with a long philosophical history, and they are careful to claim they are not using (...)
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  11.  25
    Peirce on Education: Discussion of Peirce’s Definition of a University.Barbara Thayer-Bacon - 2005 - Studies in Philosophy and Education 24 (3):317-325.
    I write this short essay in response to Peirce, as a feminist, pragmatist, and cultural studies scholar, in the hope that it will help to bring feminism and pragmatism together. I suggest that Peirce offers marginalized and colonized people a way to argue for the importance of their input, with his theory of fallibilism, even if he still claims a position of privilege. He also offers assistance through his concept of “a community of inquirers.” It is curious that Peirce’s definition (...)
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  12. Constructive thinking: Personal voice.Barbara Thayer-Bacon - 1995 - Journal of Thought 30 (1):55-70.
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  13.  20
    Introduction.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):1-4.
  14.  26
    Homogeneity and diversity: comparing Japanese and American perspectives on harmony and disagreement.Barbara J. Thayer-Bacon - 2009 - Ethics and Education 4 (2):153-162.
    My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a tension between homogeneity and diversity, play in encouraging citizens (...)
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  15.  1
    Beyond Liberal Democracy: Diverse Educational Relations.Barbara J. Thayer-Bacon - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (2):79-91.
    This essay offers a critical analysis of Locke's and Rousseau's basic assumptions upon which classical liberalism is built: rationalism, universalism, and individualism. I then describe an alternative starting place for democracy with a transactional view of individuals-in-relation-to-others. I then offer specific educational examples to help me sketch two themes that illustrate problems with classical liberalism and how a transactional democracy-always-in-the-making can help to solve these problems.
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  16.  70
    Is Modern Critical Thinking Theory Sexist?Barbara Thayer-Bacon - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):3-7.
  17.  61
    Closing the split between practical and theoretical reasoning: Knowers and the known.Barbara J. Thayer-Bacon - 1999 - Educational Philosophy and Theory 31 (3):341–358.
  18.  4
    Constructive Thinking versus Critical Thinking: A Classroom Comparison.Barbara Thayer-Bacon - 2000 - Paideusis: Journal of the Canadian Philosophy of Education Society 13 (1):21-39.
  19.  31
    Democratic classroom communities.Barbara J. Thayer-Bacon - 1996 - Studies in Philosophy and Education 15 (4):333-351.
    I explore democractic communities using the classroom community as a metaphor. I suggest that democracies do justice to individuals as well as groups, because of the democratic focus on the interconnected, interdependent, interactive relationship that exists between selves and communities. However, the concept of ‘community’ has problems and contradictions as well. Through the examples of Summerhill and Montessori schools it is easier to see a necessary quality of democratic communities that needs highlighting. That quality is caring. Making the connection between (...)
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  20.  8
    An Exploration of Myles Horton's Caring Reasoning at Highlander Folk School.Barbara Thayer-Bacon - 2002 - Thinking: The Journal of Philosophy for Children 16 (1):32-41.
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  21. A feminine reconceptualization of critical thinking theory.Barbara J. Thayer-Bacon - 1992 - Journal of Thought 27:3-4.
  22.  4
    Amy Gutmann and Liberal, Deliberative Democracy: Implications for Schools.Barbara J. Thayer-Bacon - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 199-209.
    Amy Gutmann is a political philosopher who brings a critical, feminist, and multicultural read to John Dewey’s concept of democratic education. I begin by turning to Gutmann’s Democratic Education to see how she amends and extends Dewey’s concept of democracy in relation to education. I then explore her further development of deliberative democracy as a political theory in Democracy and Deliberation. We learn about her basic principles for democratic education, nonrepression and nondiscrimination, developed in her earlier work and the addition (...)
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  23.  22
    A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2014 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
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  24.  55
    Beyond liberal democracy: Dewey's renascent liberalism.Barbara J. Thayer-Bacon - 2006 - Education and Culture 22 (2):19-30.
    : My project aims to develop a relational, pluralistic political theory that moves us beyond liberal democracy, and to consider how such a theory translates into our public school settings. In this essay I argue that Dewey offers us possibilities for moving beyond one key assumption of classical liberalism, individualism, with his theory of social transaction. I focus my discussion for this paper on Dewey's renascent liberal democracy. I move from a discussion of Dewey's liberal democratic theory to what a (...)
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  25.  45
    Caring Reasoning.Barbara J. Thayer-Bacon - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (4):22-34.
  26.  46
    Caring’s Role in Epistemology.Barbara Thayer-Bacon - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (2):20-31.
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  27.  7
    Closing the Split between Practical and Theoretical Reasoning: knowers and the known.Barbara J. Thayer-Bacon - 1999 - Educational Philosophy and Theory 31 (3):341-358.
  28.  41
    Doubting and Believing.Barbara Thayer-Bacon - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (2):59-66.
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  29.  14
    Doubting and Believing.Barbara Thayer-Bacon - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (2):59-66.
  30.  2
    Dear Dean Rider and Department Heads McCallum and Bell.Barbara J. Thayer-Bacon - 2013 - Journal of Thought 48 (1):6.
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  31.  18
    Democracies-always-in-the-making: Maxine Greene's influence.Barbara Thayer-Bacon - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (3):256-269.
  32.  5
    Democracies-Always-in-the-Making: Maxine Greene's Influence.Barbara Thayer-Bacon - 2008 - Educational Studies 44 (3):256-269.
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  33.  22
    Egocentrism in Critical Thinking Theory.Barbara J. Thayer-Bacon - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):30-33.
  34. Education’s Role in Democracy: The Power of Pluralism.Barbara Thayer-Bacon - 2010 - Etica E Politica 12 (1):134-156.
    My task in Beyond Liberal Democracy in Schools was to develop a relational, pluralistic social political theory that moves beyond liberal democracy. I find Dewey is a key source to help us find our way out of liberal democracy’s assumptions and show us how to move on. He offers us the possibilities of moving beyond individualism, with his theory of social transaction and he shows us how to move beyond rationalism in his arguments for truths as warranted assertions. A transactional (...)
     
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  35.  1
    Expanding the Discourse on Feminist Epistemologies.Barbara J. Thayer-Bacon - 2009 - Philosophy of Education 65:413-416.
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  36.  19
    Generous reading: Author response to McKenzie.Barbara J. Thayer-Bacon - 2003 - Educational Philosophy and Theory 35 (4):467–470.
  37.  9
    Generous Reading: Author response to McKenzie.Barbara J. Thayer-Bacon - 2003 - Educational Philosophy and Theory 35 (4):467-470.
  38.  2
    Humanity Educating Philosophy.Barbara J. Thayer-Bacon - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 29:330-335.
    In what follows, I focus on the partiality and fallibility of each of us as individuals, and explore what that means for us as epistemic agents. When we examine the tradition of Western European thought, we note that most epistemological theories assume individuals can know the answer, and are able to critique what is passed down to others as socially constructed knowledge. Many have made the argument that while humanity can be deceived, one individual can know, and therefore teach the (...)
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  39. John Dewey and Feminism.Barbara J. Thayer-Bacon - 2019 - In Charles L. Lowery & Patrick M. Jenlink (eds.), The Handbook of Dewey’s Educational Theory and Practice. Brill | Sense.
  40.  34
    Leaders in philosophy of education: Intellectual self portraits (review).Barbara J. Thayer-Bacon - 2008 - Education and Culture 24 (2):pp. 63-69.
  41.  41
    Learning to trust our students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...)
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  42.  73
    Maria Montessori, John Dewey, and William H. Kilpatrick.Barbara Thayer-Bacon - 2012 - Education and Culture 28 (1):3-20.
  43.  24
    More or Less on Metaphor: A Response Dr. M. Yob.Barbara J. Thayer-Bacon - 2003 - Studies in Philosophy and Education 22 (2):139-143.
  44. More Thoughts on a Pedagogy of the Vague.Barbara J. Thayer-Bacon - 2002 - Philosophy of Education 58:424-427.
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  45.  91
    Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon - 2011 - Studies in Philosophy and Education 30 (5):491-497.
    Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
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  46.  1
    On Student Evaluation.Barbara J. Thayer-Bacon - 2008 - Philosophy of Education 64:354-357.
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  47.  27
    Semiotics Education Experience – Edited by I. Semetsky.Barbara J. Thayer-Bacon - 2012 - Educational Philosophy and Theory 44 (8):904-906.
  48.  14
    Setting the Stage.Barbara J. Thayer-Bacon - forthcoming - Journal of Thought.
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  49.  45
    Transforming and Redescribing Critical Thinking.Barbara J. Thayer-Bacon - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (4):4-6.
  50.  2
    Taking on Woolf ’s Non-Humanist, Humanist Challenge.Barbara Thayer-Bacon - 2017 - Philosophy of Education 73:388-391.
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