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  1.  89
    Three Why's: Religion and Science in School 1.John F. Covaleskie - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (1):7-16.
    In this article, I argue the proposition that educators ought to be including a serious consideration of intelligent design as a counterexample to the scientific explanations of human origins. The article first distinguishes between three different ways people ask ?why?: the Scientific Why, the Ultimate Why, and the Teleological Why. Although science answers the first Why with a high degree of confidence, it does not answer the second or third Why at all. An exclusive focus on questions with empirical answers (...)
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  2.  13
    What Public? Whose Schools?John F. Covaleskie - 2007 - Educational Studies 42 (1):28-43.
    In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audiences, and their relation to democracy. Finally, I consider public schools (...)
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  3.  28
    John F. Covaleskie 83.John F. Covaleskie - forthcoming - Journal of Thought.
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  4.  4
    Whose Schools? And What Should We Do with Them?John F. Covaleskie - 1997 - Educational Theory 47 (4):527-540.
  5.  5
    No Citizen Left Behind.John F. Covaleskie - 2014 - Educational Theory 64 (6):668-674.