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Deron Boyles [20]Deron R. Boyles [9]
  1.  16
    Neoliberalism, Technology, and the University: Max Weber’s Concept of Rationalization as a Critique of Online Classes in Higher Education.Gabriel Keehn, Morgan Anderson & Deron Boyles - 2018 - In Aaron Stoller & Eli Kramer (eds.), Contemporary Philosophical Proposals for the University: Toward a Philosophy of Higher Education. Springer Verlag. pp. 47-66.
    In this essay, we focus on Max Weber’s concept of rationalization to understand and make sense of the rise of bureaucratic, corporate governance and online learning in higher education. We reveal the distinct disconnect between human interaction and online platforms and how such disconnection is antithetical to higher learning. We also show how Weber’s analysis helps us recognize the uniquely crass commercialism embedded in the very rationalization that makes online learning in universities thinkable and actionable. Our use of online learning (...)
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  2.  21
    Epistemology as Pragmatic Inquiry: Rorty, Haack, and Academic Relativism in Education.Kenneth Driggers & Deron Boyles - 2023 - Studies in Philosophy and Education 43 (1):47-55.
    In a post-Trump, post-Covid-19 world, it is clear that truth is contested by fake news outlets and misinformation. Less clear is how to navigate the vicissitudes of intersectional discourse without devolving into a Richard Rortyan relativism that denies truth altogether. This paper considers the epistemic commitments of foundationalism and coherentism before turning to pragmatist Susan Haack to explore whether there are convergences between the two. The goal of this paper is three-fold: (1) to clarify how truth and fact feature in (...)
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  3.  10
    Considering the Roles for AESA: An Argument Against Commercialism, Reductionism, and the Quest for Certainty.Deron Boyles - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (3):217-239.
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  4.  57
    The Mind is not the Brain: John Dewey, Neuroscience, and Avoiding the Mereological Fallacy.Deron Boyles & Jim Garrison - 2017 - Dewey Studies 1 (1):111-130.
    The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary subfunction with the (...)
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  5. Considering Lorraine Code's ecological thinking and standpoint epistemology: A theory of knowledge for agentic knowing in schools.Deron Boyles - 2009 - Ohio Valley Philosophy of Education Society, Philosophical Studies in Education 40:126 - 137.
     
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  6.  28
    Absurdities, Contradictions, and Paradoxes in Miguel de Unamuno's Amor y pedagogía.Deron Boyles - 2016 - Educational Theory 66 (5):619-639.
    This essay reconsiders Miguel de Unamuno's contribution to philosophy and education by focusing on his Amor y pedagogía — a piece of fiction considered by many to be the transition point in his work from the documentary realism of the nineteenth century to what Unamuno called “viviparous” narrative for the twentieth century. Deron Boyles examines four central characters in Love and Pedagogy — Avito Carrascal, Marina Carrascal, Fulgencio Entrambosmares, and Apolodoro Carrascal — as symbolic representations of enduring conflicts in school (...)
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  7.  6
    Brain Matters: An Argument for Neuropragmatism and Schooling.Deron Boyles - 2013 - Philosophy of Education 69:403-411.
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  8.  4
    Commercialism, Fear, and a “Tragic Sense of Life”.Deron Boyles - 2013 - Philosophy of Education 69:16-19.
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  9.  4
    Granger and Cavell Against Positivism: Considering the Quest for Certainty and Epistemology.Deron R. Boyles - 2003 - Philosophy of Education 59:155-157.
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  10.  7
    Hierarchies of Knowledge, Negated Agency, and Competing Realisms?Deron Boyles - 2007 - Philosophy of Education 63:172-174.
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  11.  36
    Historical Perspectives.Deron R. Boyles, Kathryn Cramer, Timothy Reagan, Thomas Baker, Michele Brenner, Karen Buchanan, Christine Colling, Catherine Drinan, Karen Durbin, John Farra, Melinda Gale, Christy Godwin, George Gostovich, Leslie Greger, Jennifer Howe, Anne Lesch, Carolyn Miller, Holly Powell, Kaycee Taylor, Jesse Tepper, Kelly Wainwright, Todd Wiedemann & Kimberley Zacher - 1997 - Educational Studies 28 (3-4):260-274.
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  12. Neuroscience, neuropragmatism, and commercialism.Deron Boyles - 2016 - In Clarence W. Joldersma (ed.), Neuroscience and Education: A Philosophical Appraisal. Routledge.
  13.  8
    Plato's Theaetetus.Deron Boyles - 2018 - Philosophy of Education 74:229-241.
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  14.  29
    Students as knowers: An argument for justificatory social epistemology by way of blind realism.Deron R. Boyles - 2000 - Social Epistemology 14 (1):33 – 42.
  15.  37
    Sophistry, Dialectic, and Teacher Education: A Reinterpretation of Plato's Meno.Deron R. Boyles - 1996 - Journal of Philosophy of Education:102-109.
    This essay argues for a rereading of "Meno" and attempts two specific goals: 1) reviving Plato's indictment of sophistry as an important and timely way to investigate what it means to achieve a deeper sensibility of teaching and learning; and 2) demonstrating that the Socrates/slave-boy "dialectic" is actually a display of sophistry, for sophists, to demonstrate the flaws of sophistry. By offering such an interpretation as 2) an argument is made against sophistry and for authentic dialectic (vs. Socratic dialectic) in (...)
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  16.  6
    The Corporate University Killed the Intellectual Craft.Deron Boyles - 2017 - Philosophy of Education 73:316-320.
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  17.  16
    The privatized public: Antagonism for a radical democratic politics in schools?Deron Boyles - 2011 - Educational Theory 61 (4):433-450.
    In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the “public” part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets—as places where a unidirectional narrative of “givens” reinforce (...)
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  18.  29
    Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism.Deron Boyles - 2005 - Educational Studies 37 (3):255-266.
    (2005). Uncovering The Coverings: The Use Of Corporate-Sponsored Textbook Covers In Furthering Uncritical Consumerism. Educational Studies: Vol. 37, No. 3, pp. 255-266.
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  19.  34
    Choices or Rights? Charter Schools and the Politics of Choice-Based Education Policy Reform.Nicholas J. Eastman, Morgan Anderson & Deron Boyles - 2016 - Studies in Philosophy and Education 36 (1):61-81.
    Simply put, charter schools have not lived up to their advocates’ promise of equity. Using examples of tangible civil rights gains of the twentieth century and extending feminist theories of invisible labor to include the labor of democracy, the authors argue that the charter movement renders invisible the labor that secured civil protections for historically marginalized groups. The charter movement hangs a quality public education—previously recognized as a universal guarantee—on the education consumer’s ability to navigate a marketplace. The authors conclude (...)
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  20.  29
    In Defense of Academic Freedom and Faculty Governance: John Dewey, the 100th Anniversary of the AAUP, and the Threat of Corporatization.Nicholas J. Eastman & Deron Boyles - 2015 - Education and Culture 31 (1):17.
    On the verge of the one hundredth anniversary of the founding of the American Association of University Professors, we examine the organization’s focus on academic freedom, shared governance, and the challenges the AAUP faced during its early years. The history is a fairly uncontested one: higher education in the late nineteenth and early twentieth centuries in the United States was the context for the struggle over academic freedom and shared governance. Dismissed professors, resignations by colleagues, and the struggle of professionalization (...)
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  21.  21
    Sense, Nonsense, and Violence: Levinas and the Internal Logic of School Shootings.Gabriel Keehn & Deron Boyles - 2015 - Educational Theory 65 (4):441-458.
    Utilizing a broadly Levinasian framework, specifically the interplay among his ideas of possession, violence, and negation, Gabriel Keehn and Deron Boyles illustrate how the relatively recent sharp turn toward the hypercorporatized school and the concomitant transition of the student from simple customer to a type of hybrid consumer/consumable has rendered it more difficult for students to see themselves as engaged in any type of serious ethical relationship with those around them. To be unable to see their peers as Others, in (...)
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  22.  5
    Reimagining Arts-Centered Inquiry in Schools as Pragmatic Instrumentalism.Leann F. Logsdon & Deron R. Boyles - 2012 - Philosophy of Education 68:405-413.
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  23.  22
    Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education.Richard Quantz & Deron Boyles - 2017 - Educational Theory 67 (1):107-115.
  24.  38
    Dewey’s epistemology: An argument for warranted assertions, knowing, and meaningful classroom practice.Deron R. Boyles - 2006 - Educational Theory 56 (1):57-68.
    In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey’s conception of warranted (...)
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  25.  22
    Dewey, ecology, and education: Historical and contemporary debates over Dewey's naturalism and (transactional) realism.Deron Boyles - 2012 - Educational Theory 62 (2):143-161.
    In the early 1970s, Thomas Colwell argued for an “ecological basis [for] human community.” He suggested that “naturalistic transactionalism” was being put forward by some ecologists and some philosophers of education, but independently of each other. He suspected that ecologists were working on their own versions of naturalistic transactionalism independently of John Dewey. In this essay, Deron Boyles examines Colwell's central claim as well as his lament as a starting point for a larger inquiry into Dewey's thought. Boyles explores the (...)
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  26.  17
    Book Review Section 1. [REVIEW]Bill Armaline, Kathy Farber, Kathleen Knight Abowitz, Deron R. Boyles, Cynthia I. Gerstl-Pepin, Colette Gosselin, Linda Irwin-Devitis, Benjamin Baez & Huey-li Li - 1999 - Educational Studies 30 (2):161-200.
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  27.  26
    Book Review Section 2. [REVIEW]Xiaodan Huang, Michael Vavrus, Deron R. Boyles, Abra N. Feuerstein, Cheryl T. Desmond, Kathleen Hermsmeyer, Helena Mariella-Walrond, Ignacio L. Götz & Robert R. Sherman - 1996 - Educational Studies 27 (2):163-202.
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