Table Of Content

INDEX TO VOLUME 45* TiTLe INDEX A Certain “Madness” Must Watch Over Thinking — Jacques Derrida and Francois Ewald (Summer 1995): 273-291. Art as Research, Research as Art — D.C. Phillips (Winter 1995): 71-84. Arts and Knowledge: A Discussion — Liora Bresler and Judy Davidson (Winter 1995): 63-70. Autonomy or Heteronomy? Levinas’s Challenge to Modernism and Postmodernism — Mark Child, David D. Williams, A. Jane Birch, and Robert M. Boody (Spring 1995): 167-189. Begging the Question: Is Critical Thinking Biased? — Kal Alston (Spring 1995): 225-233. Bergson’s Philosophy of Education — Pete A.Y. Gunter (Summer 1995): 379-394. Body of Knowledge — Susan W. Stinson (Winter 1995): 43-54. Coercion and the Ethics of Grading and Testing — Randall R. Curren (Fall 1995): 425-441. Conversing about Character: New Foundations for General Education — Andrew Kaplan (Summer 1995): 359-378. Creating a Trusting Atmosphere in the Classroom — Barbara Applebaum (Fall 1995): 443-452. Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy — Audrey Thompson and Andrew Gitlin (Spring 1995): 125-150. Current Educational Reform: “Shape-shifting” or Genuine Improvement in the Quality of Teaching and Learning? — Betty Merchant (Spring 1995): 251-268. Deconstruction Revisited and Derrida’s Call for Academic Responsibility — Denise Egéa-Kuehne (Summer 1995): 293-309. Derrida’s Responsibility: Autobiography, the Teaching of the Vulnerable, Diary Fragments — Zelia Gregoriou (Summer 1995): 311-335. Dewey, Habermas, and the University in Society — Steven T. Ostovich (Fall 1995): 465-478. Dialogue Needs a Point and Purpose — Viviane M.J. Robinson (Spring 1995): 235-249. Diversity in Education: Some Currents in Conversation — Kenneth R. Howe (Fall 1995): 525-539. Education and the Self: Cross-Cultural Perspectives — Ignacio Gétz (Fall 1995): 479-495. Gender Bias in Critical Thinking: Continuing the Dialogue — Jennifer Wheary and Robert H. Ennis (Spring 1995): 213-224. Getting Serious about Questions of Democracy — Karl Hostetler (Winter 1995): 101-117. Is Critical Thinking Biased? Clarifications and Implications — Sharon Bailin (Spring 1995): 191-197. Is There a Queer Pedagogy? Or Stop Reading Straight — Deborah Britzman (Spring 1995): 151-165. Making Progress: Progressive Education in the Postmodern — Dennis Carlson (Summer 1995): 337-357. René Magritte, Constructivism, and the Researcher as Interpreter — Robert Stake and Dale Kerr (Winter 1995): 55-62. Richard Rorty, Education, and Politics — Kenneth Wain (Summer 1995): 395-409. Somewhere Under the Rainbow: The Postmodern Politics of Art Education — Madeleine R. Grumet (Winter 1995): 35-42. Sustaining and Responding to Charges of Bias in Critical Thinking — Stephen P. Norris (Spring 1995): 199- 211. The City and the Garden: Plato’s Retreat from the Teaching of Virtue — Brian R. Donovan (Fall 1995): 453- 464. The Development of Scientific Thought as a Metaphor for Educational Practice — Joyce Eastlund Gromko (Fall 1995}: 519-524. The Experiential Text and the Limits of Visual Understanding — Norman K. Denzin (Winter 1995): 7-18. The Music Goes Round and Round: How Music Means in School, Especially in Classroom Conversations — Frederick Erickson (Winter 1995): 19-34. The Teacher’s Point of View — David Dewhurst (Summer 1995): 411-422. Tongue Tied: On Taking Religion Seriously in School — Paul Farber (Winter 1995): 85-100. Toward a Cybernetic Pedagogy: The Cognitive Revolution and the Classroom, 1948 — Present — John M. Heffron (Fall 1995): 497-518. What Artistically Crafted Research Can Help Us to Understand About Schools — Elliot Eisner (Winter 1995): 1-6. 542 EDUCATIONAL THEORY Fatt 1995 / Votume 45 / NuMBER 4 AUTHOR INDEX Alston, Kal — Begging the Question: Is Critical Thinking Biased? (Spring 1995): 225-233. Applebaum, Barbara — Creating a Trusting Atmosphere in the Classroom (Fall 1995): 443-452. Bailin, Sharon — Is Critical Thinking Biased? Clarifications and Implications (Spring 1995): 191-197. Birch, A. Jane, Mark Child, David D. Williams, and Robert M. Boody — Autonomy or Heteronomy? Levinas’s Challenge to Modernism and Postmodernism (Spring 1995): 167-189. Boody, Robert M., Mark Child, David D. Williams, and A. Jane Birch — Autonomy or Heteronomy? Levinas’s Challenge to Modernism and Postmodernisrn (Spring 1995): 167-189. Bresler, Liora and Judy Davidson — Arts and Knowledge: A Discussion (Winter 1995): 63-70. Britzman, Deborah — Is There a Queer Pedagogy? Or Stop Reading Straight (Spring 1995): 151-165. Carlson, Dennis — Making Progress: Progressive Education in the Postmodern (Summer 1995): 337-357. Child; Mark, David D. Williams, A. Jane Birch, and Robert M. Boody — Autonomy or Heteronomy? Levinas’s Challenge to Modernism and Postmodernism (Spring 1995): 167-189. Curren, Randall R. — Coercion and the Ethics of Grading and Testing (Fall 1995): 425-441. Davidson, Judy and Liora Bresler — Arts and Knowledge: A Discussion (Winter 1995): 63-70. Denzin, Norman K. — The Experiential Text and the Limits of Visual Understanding (Winter 1995): 7-18. Derrida, Jacques and Francois Ewald — A Certain “Madness” Must Watch Over Thinking (Summer 1995): 273-291. Dewhurst, David — The Teacher’s Point of View (Summer 1995): 411-422. Donovan, Brian R. — The City and the Garden: Plato’s Retreat from the Teaching of Virtue (Fall 1995): 453- 464. Egéa-Kuehne, Denise — Deconstruction Revisited and Derrida’s Call for Academic Responsibility (Summer 1995): 293-309. Eisner, Elliot -- What Artistically Crafted Research Can Help Us to Understand About Schools (Winter 1995): 1-6. Ennis, Robert H. and Jennifer Wheary — Gender Bias in Critical Thinking: Continuing the Dialogue (Spring 1995): 213-224. Erickson, Frederick — The Music Goes Round and Round: How Music Means in School, Especially in Classroom Conversations (Winter 1995): 19-34. Farber, Paul — Tongue Tied: On Taking Religion Seriously in School (Winter 1995): 85-100. Gitlin, Andrew and Audrey Thompson — Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy (Spring 1995): 125-150. G6tz, Ignacio — Education and the Self: Cross-Cultural Perspectives (Fall 1995): 479-495. Gregoriou, Zelia — Derrida’s Responsibility: Autobiography, the Teaching of the Vulnerable, Diary Fragments (Summer 1995): 311-335. Gromko, Joyce Eastlund — The Development of Scientific Thought as a Metaphor for Educational Practice (Fall 1995): 519-524. Grumet, Madeleine R. — Somewhere Under the Rainbow: The Postmodern Politics of Art Education (Winter 1995): 35-42. Gunter, Pete A.Y. — Bergson’s Philosophy of Education (Summer 1995): 379-394. Heffron, John M. — Toward a Cybernetic Pedagogy: The Cognitive Revolution and the Classroom, 1948 — Present (Fall 1995): 497-518. Hostetler, Karl— Getting Serious about Questions of Democracy (Winter 1995): 101-117. Howe, Kenneth R. — Diversity in Education: Some Currents in Conversation (Fall 1995): 525-539. Kaplan, Andrew — Conversing about Character: New Foundations for General Education (Summer 1995): 359-378. Kerr, Dale and Robert Stake — René Magritte, Constructivism, and the Researcher as Interpreter (Winter 1995): 55-62. Merchant, Betty — Current Educational Reform: “Shape-shifting” or Genuine Improvement in the Quality of Teaching and Learning? (Spring 1995): 251-268. Norris, Stephen P. — Sustaining and Responding to Charges of Bias in Critical Thinking (Spring 1995): 199- 211. Ostovich, Steven T. — Dewey, Habermas, and the University in Society (Fall 1995): 465-478. Phillips, D.C. — Art as Research, Research as Art (Winter 1995): 71-84. Robinson, Viviane M.J. — Dialogue Needs a Point and Purpose (Spring 1995): 235-249. Stake, Robert and Dale Kerr — René Magritte, Constructivism, and the Researcher as Interpreter (Winter 1995): 55-62. Stinson, Susan W. — Body of Knowledge (Winter 1995): 43-54. Thompson, Audrey and Andrew Gitlin — Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy (Spring 1995): 125-150. Wain, Kenneth — Richard Rorty, Education, and Politics (Summer 1995): 395-409. Wheary, Jennifer and Robert H. Ennis — Gender Bias in Critical Thinking: Continuing the Dialogue (Spring 1995): 213-224. Williams, David D., Mark Child, A. Jane Birch, and Robert M. Boody — Autonomy or Heteronomy? Levinas’s Challenge to Modernism and Postmodernism (Spring 1995): 167-189. * Index compiled by Rupert Berk