2006 – 2007 Proceedings of the Society for the Philosophical Study of Education

                Contained herein are selected papers from the 2006 and 2007 Society for the Philosophical Study of Education fall conferences. Over 30 papers were presented during the 2006 conference and over 50 papers were delivred at the 2007 conference.  This volume of the proceedings differs from previous editions in subtle ways.  First, during the 2006 conference, membership voted on a name change from the Midwest Philosophy of Education Society to the Society for the Philosophical Study of Education.  This name change was concomitant with the desire of the organization to provide opportunities for individuals living and working throughout North America to share their ideas.  Second, this volume includes papers presented in symposiums offered during the conference. During the 2007 conference a number of scholars desired to present on common topics. A symposium provided the time necessary to most fully present their ideas.  For instance, the important work of David A. Aboho, Olivet Jagusah, and David Alye introduced many conference participants to issues in Nigerian education.  Third, we had a number of international scholars present papers at the 2007 conference.  In this volume by Maria Luisa Branco, Elias Schwieler, and, long time contributor, Youssef R. Yacoub afforded conference participants insight to interesting ideas and the opportunity to talk with and learn from scholars outside of the higher education system in America.

                The Society for the Philosophical Study of Education has also made a commitment to supporting the work of graduate students.  The executive board and voting members have consistently voted to keep conference registration minimal and to provide a stipend for three graduate awards.  Included in this volume is the work of Haroldo Fontaine, Maria Ang, Sang Hyun Kim, Amy Mitchell, Sven Muller, Alexandra Perry, Sam Rocha, and Megan Walk all of whom were or are graduate students in programs in educational foundations, curriculum and instruction, English Literature, or library science.  Not only does the Society for the Philosophical Study of Education support the work of graduate students, but during both the 2006 and 2007 conferences undergraduate students from Eastern Illinois University have participated in symposiums in which they presented their work.  Like the commitment to supporting graduate students, the Society also feels it essential to provide a supportive public forum for the work of undergraduate students who, one day, may be the next generation of graduate students to provide ideas germane to the discipline of the philosophy of education.

                The other works contained in this volume are from long time, some time, and new members.  The Society for the Philosophical Study of Education encourages participants to use the conference as a space in which to share “finished” ideas as well as emerging threads that may lead to further work.  These papers have a variety of foci. Some of the papers are an exploration or synthesis of seemingly disparate ideas, like the work of Guillemette Johnston. James Roper and Percy Moore consider issues in educational policy, and Charles Howell writes on moral development.  There are also a number of papers that examine a variety of issues within the philosophy of schooling such as the work by Joseph Freedman, Wilma Robinson, and Stephen Schroth and me.  Finally, the works of Charlie Blatz and Allan Johnston focus on teaching and learning as a local and global citizen.

                A final way in which these proceedings differ from previous volumes is in the attempt to expedite publication.  I took the suggestions of the Chicago Manuel of Style literally where, in the fourteenth edition, it is written:

And because the proceedings of a conference reflect the current state of resrecah in that subject, it is highly desirable that they be published as soon after the conference as possible. A sense of urgency must be maintained through all stages of publishing the book. (100)

What this meant is that authors did not have as much time to revise and polish their papers as in the past. I am thankful for the diligent work and also, after the fact, beg forgiveness for any undue stress that my possibly unreasonable deadlines have caused. It is with great pride that The Society for the Philosophical Study of Education presents the 2006-2007 Proceedings.