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Barbara S. Stengel [20]Barbara Senkowski Stengel [3]
  1.  16
    Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists.Barbara S. Stengel - 2018 - Studies in Philosophy and Education 38 (1):7-29.
    Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...)
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  2.  51
    The Complex Case of Fear and Safe Space.Barbara S. Stengel - 2010 - Studies in Philosophy and Education 29 (6):523-540.
    Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator (...)
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  3.  7
    Practicing Courage in a Communal Key.Barbara S. Stengel - 2018 - Educational Theory 68 (2):213-233.
  4.  28
    After the Laughter.Barbara S. Stengel - 2014 - Educational Philosophy and Theory 46 (2):1-12.
    We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion and others not viewed as (...)
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  5.  82
    Questioning Safe Space: An Introduction.Barbara S. Stengel & Lisa Weems - 2010 - Studies in Philosophy and Education 29 (6):505-507.
  6. A Meditation on Merit.Barbara S. Stengel - 2017 - Philosophy of Education 73:560-564.
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  7. Receptivity and Responsibility.Barbara S. Stengel - 2018 - Philosophy of Education 74:664-668.
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  8. The Useful Joy and Joyful Use of Critical Pragmatism.Barbara S. Stengel - 2019 - Philosophy of Education 75:21-26.
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  9.  8
    Book Review Section 1. [REVIEW]Steve Tozer, Kenneth D. Benne, Karen Tice, George R. Knight, Thomas Fleming, Barbara S. Stengel, Evelina Orteza Y. Miranda, George T. Hole, Sharon Bailin & Edward G. Rozycki - 1991 - Educational Studies 22 (3):287-352.
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  10.  28
    Book Review Section 3. [REVIEW]Bruce A. Kimball, Lee Andrew Elioseff, Richard D. Lakes, Sj Perko, John R. Thelin, Erwin V. Johanningmeier, Richard J. Altenbaugh, Barbara Senkowski Stengel & Diane L. Butzer - 1990 - Educational Studies 21 (2):84-121.
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  11.  4
    Why Teaching Matters: A Philosophical Guide to the Elements of Practice, Paul Farber and Dini Metro-Roland, Bloomsbury, 2020, Pp. 224.Barbara S. Stengel - 2021 - Educational Theory 71 (5):665-672.
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  12.  9
    Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay.Becky L. Noël Smith, Keith E. Benson, Meira Levinson & Barbara S. Stengel - 2019 - Educational Theory 69 (3):341-354.
  13.  2
    Are Teachers Care Workers?Barbara S. Stengel - 2022 - Philosophy of Education 78 (1):169-173.
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  14.  28
    Simpson, Douglas B. And Jackson, Michael J. B., Educational Reform: A Deweyan Perspective.Barbara S. Stengel - 1999 - Studies in Philosophy and Education 18 (6):435-443.
  15.  11
    Educating Homo Oeconomicus? “The Disadvantages of a Commercial Spirit” for the Realization of Democracy and Education.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):245-261.
    At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She (...)
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  16.  16
    More Than “Mere Ideas”: Deweyan Tools for the Contemporary Philosopher.Barbara S. Stengel - 2009 - Education and Culture 25 (2):pp. 89-100.
  17.  10
    Book Review Section 1. [REVIEW]Richard la Brecque, Andra Makler, Anneke Markholt, N. I. X. Mary, Paul P. Krempasky Jr, Barbara Senkowski Stengel, Samuel Totten, Mike Kraft & Malcolm B. Campbell - 1997 - Educational Studies 28 (2):111-153.
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  18.  4
    A Modest Model of Thought and Action.Barbara S. Stengel - 2017 - Educational Theory 67 (6):673-676.
  19.  5
    Introduction to Section III: Deweyan Growth in Practice.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):227-230.
  20.  4
    Book Review Section 4. [REVIEW]Dai Weidong, Maureen W. Mcclure, Portia H. Shields, Kenneth E. Martin, Reba Page & Barbara Senkowski Stengel - 1988 - Educational Studies 19 (3-4):433-471.
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  21.  2
    Creative Integration and Pragmatist Optimism: Dispositions for “the Task Before Us”.Barbara S. Stengel - 2018 - Education and Culture 34 (2):17.
    Alice laughed. "There's no use trying," she said: "one can't believe impossible things.""I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."In the wake of the November 2016 presidential election, countless commentators recognized what Richard Rorty knew in 1998, that the U.S. democratic system would crack under the weight of social and economic inequalities and inequities— (...)
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