Project MUSE®: Education and Culture - Latest Articles
https://muse.jhu.edu/journal/323
Project MUSE®: Latest articles in Education and Culture.daily12026-05-15T00:00:00-05:00text/htmlen-USVol. 1 (1976) through current issue (with gaps in vol. 1 and vol. 13)Latest Articles: Education and CultureTWOProject MUSE®Education and Culture1559-17861085-4908Latest articles in Education and Culture. Feed provided by Project MUSE®Pragmatism and Engagement
https://muse.jhu.edu/article/978524
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As we write this introduction, the us and much of the world continue to struggle to keep democracy alive. For academics, and maybe especially those whose work involves theorizing about democracy, we can sometimes feel removed from the "front lines" of these struggles, as academic work, by design, is set up to operate outside of much of the political and wider social fray. As a result, unfortunately, sometimes our work can feel like metaphorical fiddling while our worlds burn around us. This issue of Education and Culture offers a series of reminders that academic work, and more specifically philosophy, is not necessarily cordoned off from the rest of our lives. Indeed, the articles in this issue model a variety of
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallPragmatism and Engagement2025-12-23text/htmlen-USPragmatism and Engagement2025-12-232025TWOProject MUSE®154622026-05-15T00:00:00-05:002025-12-23Habit, Speculative Pragmatism, and Social Transformation
https://muse.jhu.edu/article/978525
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The guiding question of this year's john dewey society annual meeting is "(How) is Deweyan Pragmatism Critical?" I am really pleased to have the opportunity to speak to this question today,1 as it is one that has been central to my own thinking over the past decade or so concerning the role of everyday habits in collective transformation. This work culminated in my recent book, Revolutionary Routines: The Habits of Social Transformation,2 which brings together pragmatist and continental philosophy with social and cultural theories and affect studies to explore the relationship between habit and social change at the intersection of contemporary transnational politics, new technologies of governance, and networked
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallHabit, Speculative Pragmatism, and Social Transformation2025-12-23text/htmlen-USHabit, Speculative Pragmatism, and Social Transformation2025-12-232025TWOProject MUSE®1161232026-05-15T00:00:00-05:002025-12-23Creative Democracy: How Democratic Education Can Restore and Enrich Democracy
https://muse.jhu.edu/article/978526
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Eugene talmadge served three terms as governor of georgia in the 1930s and 1940s. During that time, he promoted racial segregation, white supremacy, and racist policies for the University System of Georgia. Martin Luther King Jr. wrote an essay for the Morehouse College student newspaper, The Maroon Tiger, in which he said that Talmadge "possessed one of the better minds of Georgia, or even America. Moreover, he wore the Phi Beta Kappa key. By all measuring rods, Mr. Talmadge could think critically and intensively."1 But, King asked, with attitudes and actions such as his, should we call him educated?King went on to say that the purpose of education is "to teach one to think intensively and to think critically. But
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallCreative Democracy: How Democratic Education Can Restore and Enrich Democracy2025-12-23text/htmlen-USCreative Democracy: How Democratic Education Can Restore and Enrich Democracy2025-12-232025TWOProject MUSE®1370582026-05-15T00:00:00-05:002025-12-23Re-presencing: A Pedagogical Framework for Ritualized Engagement with Art Grounded in Deweyan Experience
https://muse.jhu.edu/article/978527
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The power of art has been espoused for centuries but few have expressed both the profundity and nuance of aesthetic experience as richly as philosopher and educator John Dewey, particularly in his seminal work Art as Experience (1934/2005):Art throws off the covers that hide the expressiveness of experienced things; it quickens us from the slackness of routine and enables us to forget ourselves by finding ourselves in the delight of experiencing the world about us in its varied qualities and forms. It intercepts every shade of expressiveness found in objects and orders them in a new experience of life.1In his prolific writings, Dewey foregrounded lived experience as an immense and inexhaustible conduit for
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallRe-presencing: A Pedagogical Framework for Ritualized Engagement with Art Grounded in Deweyan Experience2025-12-23text/htmlen-USRe-presencing: A Pedagogical Framework for Ritualized Engagement with Art Grounded in Deweyan Experience2025-12-232025TWOProject MUSE®1418052026-05-15T00:00:00-05:002025-12-23Danger at the Ethical Center: Why We Need to Go There Now
https://muse.jhu.edu/article/978528
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I have, with my friend and colleague grace chen, written a formal review of Cara Furman's quite stimulating book Teaching from an Ethical Center: Practical Wisdom for Daily Instruction (2024).1 Here's the crux of what we said about it:
To restate Furman's argument: whether you know it or not, whether you want to admit it or not, you are philosophizing in the process of teaching. You are enacting values central to your self-understanding and in doing so, communicating to your students what and who you value. The only question is whether you are doing it well or poorly, consciously or haphazardly.2
But here I focus my attention on a very specific question: what good can a book like Furman's do for us now?To restate
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallDanger at the Ethical Center: Why We Need to Go There Now2025-12-23text/htmlen-USDanger at the Ethical Center: Why We Need to Go There Now2025-12-232025TWOProject MUSE®157582026-05-15T00:00:00-05:002025-12-23Literacy as Philosophy: A Review of Teaching from an Ethical Center
https://muse.jhu.edu/article/978529
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Teaching from an ethical center: practical wisdom for daily instruction is an exploration of literacy as a philosophy, one that recognizes the interconnection of body, mind, and spirit in the reading and comprehension of texts. It is a fluid text that grounds pedagogical wisdom across the undergraduate curriculum, well outside an educational methods class or literacy course. In our review, we focus on chapters 2 and 3 as mediated through our experiences teaching first-year students at a small liberal arts college and at a regional comprehensive university. In a lovely circumstance of chance, we (Stephanie Burdick-Shepherd and Cristina Cammarano) unbeknownst to each other, were both teaching first-year seminars
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallLiteracy as Philosophy: A Review of Teaching from an Ethical Center2025-12-23text/htmlen-USLiteracy as Philosophy: A Review of Teaching from an Ethical Center2025-12-232025TWOProject MUSE®188972026-05-15T00:00:00-05:002025-12-23Teacher-Philosophers: Community, Care, and the Question of Loneliness
https://muse.jhu.edu/article/978530
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"Women. They have minds, and they have souls, as well as just hearts. And they've got ambition. And they've got talent as well as just beauty. And I'm so sick of people saying that love is just all a woman is fit for. I'm so sick of it. But I'm so lonely."My master's students, who are studying to be english teachers, love this quote. It comes from Greta Gerwig's 2019 film adaptation of Little Women. Even the men. It has become a symbol of sorts—they have it on stickers, use it as a slogan—one might just look at another and yell "WOMEN!" It is a kind of shorthand for the complexities and loneliness that come with going against the grain in a group of young people who have chosen a profession that was once known as
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallTeacher-Philosophers: Community, Care, and the Question of Loneliness2025-12-23text/htmlen-USTeacher-Philosophers: Community, Care, and the Question of Loneliness2025-12-232025TWOProject MUSE®152232026-05-15T00:00:00-05:002025-12-23Knowing What to Be: A Review of Cara Furman's Teaching from an Ethical Center
https://muse.jhu.edu/article/978531
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Cara furman's book came to me at a very opportune moment. as I was writing this review and preparing a symposium discussion at the Philosophy of Education Society annual meeting, I was also watching a rather difficult ethical challenge unfold at my university. In a general sense, the challenge had to do with how the university is balancing student rights and needs, faculty academic freedom, and institutional resources. This is a familiar (dis)equilibrium that many of us have likely encountered professionally, but one that has taken on new meaning in these early months of 2025. A research sabbatical has meant that I'm watching some of these conflicts unfold with a degree of distance, which is a position that at once
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallKnowing What to Be: A Review of Cara Furman's Teaching from an Ethical Center2025-12-23text/htmlen-USKnowing What to Be: A Review of Cara Furman's Teaching from an Ethical Center2025-12-232025TWOProject MUSE®140992026-05-15T00:00:00-05:002025-12-23Reflections on Author-Meets-Colleagues: Friendship and Gratitude
https://muse.jhu.edu/article/978532
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In this "author meets colleagues" session i invited folks to think with the text, sharing what it sparked for them as a teacher-philosopher. Panelists were invited because they occupied different positions in higher education, are gifted thinkers, and gifted teachers. They are people I rely on to speak honestly and, in doing so, they help me often with my projects—they are what Aristotle calls "true friends."1 Thank you kindly Stephanie Burdick-Shepherd, Cristina Cammarano, Rosette Cirillo, Barbara Stengel, and Ashley Taylor for reading my work with care and attention.I love Cirillo's phrasing "I think there's something simmering underneath Teaching from an Ethical Center." In responding to my book, none of my
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Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallReflections on Author-Meets-Colleagues: Friendship and Gratitude2025-12-23text/htmlen-USReflections on Author-Meets-Colleagues: Friendship and Gratitude2025-12-232025TWOProject MUSE®186802026-05-15T00:00:00-05:002025-12-23