•  1
    Are Emotions Cognition-Free Freedom-Makers?
    Philosophy of Education 70 154-157. 2014.
  • Heidegger and the Nature of Social Learning
    Philosophy of Education 71 325-333. 2015.
  •  1
    Mind, Education, and Active Content
    Philosophy of Education 68 163-171. 2012.
  •  3
    On the relevance of cognitive neuroscience for community of inquiry
    with Mark Leonard Weinstein
    Childhood and Philosophy 15 01-19. 2019.
    Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and em…Read more
  • Philosophy and the Faces of Abstract Mathematics
    Analytic Teaching and Philosophical Praxis 34 (1): 37-45. 2013.
    Several years ago, while teaching middle and high school mathematics at a small progressive school in upstate New York, I was asked to evaluate and reconceptualize the school’s approach to teaching mathematics. From its inception in the early 1960s, the school had prided itself on its progressive ideals. It was child-centered, committed to both project-based learning and to the social and emotional development of children, and a place where independent and critical thinking was highly valued. Ye…Read more
  •  19
    Thinking As Two - Philosophy, Critical Thinking, and Community of Inquiry
    Childhood and Philosophy 6 (12): 211-227. 2010.
    Supporters of the philosophy for children movement often claim that philosophy is the ideal subject to teach children if we seek to improve their critical thinking. Claiming that only philosophy encompasses the whole of the critical thinking enterprise, and that it alone teaches meta-cognition, these proponents argue for its inclusion in both elementary and secondary school curricula. Yet, if we accept a mainstream description of critical thinking as an activity demanding both aptitude and dispo…Read more