PIPEline

We have a treat for you! This episode was recorded live at the Philosophy of Education Society’s 2019 Annual Meeting in Richmond, Virginia! To discuss issues of teacher demoralization, we gladly welcome Doris Santoro (Bowdoin College) author of the book, Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay. In addition to Santoro’s philosophical remarks, our panel discussion features Allison Fleming (a teacher from Hanover County Public Schools), Jesse Senechal (Director of the Metropolitan Educational Research Consortium and author of Understanding Teacher Morale), and David Naff (Assistant Director of MERC and host of the podcast Abstract). Enjoy!

A special announcement regarding the series.

We are proud to converse with Avi Mintz (University of Tulsa). Our discussion covers much ground as we engage the concepts of pain/struggle in education and consider what a pluralist approach to the field of philosophy of education might yield. Please find links to the work referenced in this episode here, here, and here.

We welcome Tal Gilead (Hebrew University of Jerusalem) to the program as he discusses economics, happiness, and the role of philosophers in educational scholarship.

Ben Kotzee (University of Birmingham) sits down with us to discuss issues of epistemology in contemporary philosophical work on education. Among a host of other queries, we consider what constitutes a good thinker, how we might best understand intellectual virtues, and the true value of a formal education.

This month, we converse with Megan Boler (Ontario Institute for Studies in Education, University of Toronto). Our discussion covers issues regarding the role of emotions, the democratic possibilities of digital communications, and very much more. This is sure to be an informative and illuminating episode.

We begin the year in the wonderful company of Nicholas C. Burbules (University of Illinois at Urbana Champaign). In this episode we discuss accidental beginnings and work that bridges philosophical traditions. Additionally, we converse about the nature of dialogue and the role that technology might play within its contours. Please find links to the papers discussed in this interview here, here, here, here, and here.

We end the year with a rich and fulfilling conversation with Dwight Boyd (Ontario Institute for Studies in Education, University of Toronto). In this episode, we discuss links between psychology and philosophy, and a growing dissatisfaction with liberalism. For more, please find your way to his latest book, Becoming of Two Minds about Liberalism. http://tinyurl.com/ztpq4t

We have an engaging conversation with Kip Kline (Lewis University) about the possibilities of philosophical work in education at the intersection of media and postmodernism. Please find his latest book, Baudrillard, Youth, and American Film: Fatal Theory and Education.

We are very fortunate to have Jan Masschelein (University of Leuven) kindly share his thoughts on education's relationship to emancipation, his recollections of the Frankfurt School, the limits of critique, and becoming especially attentive to the subject of one's study amidst uncomfortable circumstances. Please download his new book, In Defense of the School.

This month, we are treated to a rich conversation with Rene Arcilla (New York University). In our chat, we discuss the meaning of life, the value of friendship, and philosophy for amateurs. Arcilla is Professor of Philosophy of Education and the author of For the Love of Perfection: Richard Rorty and Liberal Education and Mediumism: A Philosophical Reconstruction of Modernism for Existential Learning.

Kal Alston (Syracuse University) joins us to discuss pushing the boundaries of philosophy of education. We also converse about the necessity of bringing embodied perspectives to one's scholarship and the very special insights made available to the philosopher of education working as an university administrator. To find the chapter mentioned in our conversation, please click here.

Eric Bredo (Ontario Institute for Studies in Education, University of Toronto) has charted a fulsome path through the natural sciences, social sciences, and the humanities. In this conversation he shares how these multidisciplinary interests and his pragmatist orientations inform his work on methodology and educational research.

Deborah Kerdeman (University of Washington) provides us with a stimulating account of an "accidental" entry into work in philosophy of education. In this conversation, we discuss the role of the social sciences, hermeneutic studies of identity, and the very familiar (and profound) feeling of "being pulled up short".

Barbara Thayer-Bacon (University of Tennessee) paints a vivid picture of the personal connections that led her to philosophy of education. In this episode, our conversation remembers Maria Montessori, reflects upon collaborative learning at any age, and references the enduring work of the Highlander Research and Education Center. Learn more about her work here.

Frank Margonis (University of Utah) joins the conversation and provides commentary on traditions of knowledge and the place of the philosopher in education. Key to his remarks are the importance of respect and resisting neocoloniality in the study of education.

Leonard J Waks (Temple University) converses with us about scholarship motivated by enduring emotions. In this conversation, Waks details the often unexpected and circuitous shape of an academic career.

We are delighted to converse with Cris Mayo (University of Illinois at Urbana Champaign) about intersectionality, identity, and the flexible interests of philosophy of education. Our discussion turns to the challenges and opportunities of educational work across difference and over time.

We start the new year with a terrifically thoughtful interview with Michael Merry (University of Amsterdam). In our conversation, we explore the value of an outsider's perspective in philosophical work in education – especially as this vantage point enables a wider-than-average scope of interdisciplinary inquiry. For more information on his scholarship, please access his work here.

We end the year on a high note with a wonderfully provocative conversation with Harvey Siegel (University of Miami). Through remarks on his long-standing commitments to epistemic rationality, a strong case is made for serious philosophical training in the field of philosophy of education. Graduate students may find these comments especially motivating.

We have a powerful conversation with Paul Standish (Institute of Education, University College London) about the winding shape of an academic career and the profundity of the act of teaching.

We welcome Chris Higgins (University of Illinois at Urbana Champaign) to the program as he describes "self-full" teaching and highlights the need for both rigor and relevance in philosophy of education. In describing the value of liberal study in teacher education, Higgins shares with us a very promising account of the enduring importance of pedagogy.

Ron Glass (University of California, Santa Cruz) draws our attentions to the difficulties of embodied ideologies and the educational fight against racism, sexism, and other forms of oppression. Learn more about his work through the UC Center for Collaborative Research for an Equitable California (CCREC).

Ann Chinnery (Simon Fraser University) visits us to discuss being a responsive moral subject, being situated in a historical context, and the value of perseverance in reading difficult yet compelling primary sources.

David Hansen (Teachers College, Columbia University) provides an invitation to reconsider the abiding human dimensions of educational research. For more details of his scholarship, please visit his webpage.

Charles "Bing" Bingham (Simon Fraser University) joins us for a rewarding conversation about the lived experiences that ground his work in philosophy of education. Through this, he kindly gives listeners a fine introduction to critical approaches to education. Please see more of his work and learn of his interests at his blog.

Kathleen Knight-Abowitz (Miami University) converses with us about the trajectory of her critical pragmatist scholarship and its connections to educational leadership. Her inquiries into notions of community and the democratic purposes of public education offer an exciting perspective on quite relevant moral and political questions.

Against the beautiful backdrop of the sounds of a bustling city, we welcome Eduardo Duarte (Hofstra University). In this conversation, he reminds us of the value of wedding the experimental character of philosophy on education to the unpredictable circumstances of a real and dynamic world.

Alexander “Sasha” Sidorkin is currently Dean of Graduate School of Education at the National Research University-Higher School of Economics in Moscow. Please access his site, which includes texts of most of his publications, and his blog, “The Russian Bear’s Diaries”.

Gert Biesta's work is internationally read, engaged, and revered. He very graciously sits down with us this episode, as we talk about his entry into education and the possibilities that still exist for this beautiful (and risky) endeavor.

We boldly enter the new year with a rich conversation with Michele Moses (University of Colorado Boulder). Her philosophical work on educational policy takes race and ethnicity seriously, building upon her abiding commitments to equality of educational opportunity. Interested listeners will be pleased to learn that, Affirmative Action Matters: creating opportunities for students around the world, is now available.

Join us for a terrifically thoughtful conversation with Harry Brighouse (University of Wisconsin, Madison). We discuss his work on the distribution of educational opportunities and the rights of parents and schools relative to children's emerging values. Please see his book, Family Values, for a more full articulation of those views.

We are very glad to welcome Claudia Ruitenberg (University of British Columbia) to the program. Her rigorous work on hospitality and fine thinking on health professions education deserve careful attention. Please become better acquainted with her scholarship.

We are thrilled to have Sigal Ben-Porath (University of Pennsylvania) join us for a discussion of her work in and perspectives on philosophy of education. For more information on the ideas shared in this episode, please visit her website.

The impressive Barbara Stengel (Vanderbilt University) delivers a very stirring set of ideas in this episode. For more on the ideas mentioned in this conversation, please consider her book, Moral Matters, and/or her paper, "Educating Capitalists".

The acclaimed Randall Curren (University of Rochester; University of Birmingham; Royal Institute of Philosophy) is our guest this episode. Curren's comments on interdisciplinary work and collaboration ought to be especially generative for listeners. For more on his captivating ideas, please see his inaugural lecture on Meaning, Motivation and the Good (via youtube).

We are excited about this thought-provoking conversation with the inimitable Lawrence Blum (University of Massachusetts Boston). Please learn more about his compelling work.

We're extremely fortunate to have Meira Levinson on the program as our very first guest! For further information related to the ideas discussed, please do not hesitate to become more familiar with her writing and ongoing project. Theme Song: Summer by Moby