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Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education


by David T. Hansen, Megan J. Laverty & Rory Varrato - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 4, 2020, p. -
https://www.tcrecord.org ID Number: 23067, Date Accessed: 12/14/2019 12:05:36 AM
 
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About the Author
  • David Hansen
    Teachers College, Columbia University
    E-mail Author
    DAVID T. HANSEN is the Weinberg Professor in the Historical and Philosophical Foundations of Education at Teachers College, Columbia University, where he directs the program in Philosophy and Education. His research has focused on the philosophy and practice of teaching, on cosmopolitanism and education, and on the thought of figures such as Michel de Montaigne, Sor Juana Inés de la Cruz, John Dewey, and W. G. Sebald. He has written recently on the idea of ‘bearing witness’ to teaching and teachers in Educational Theory (Vol. 67, no. 1) and Journal of Curriculum Studies (Vol. 49, no. 1).
  • Megan Laverty
    Teachers College, Columbia University
    E-mail Author
    MEGAN JANE LAVERTY is an associate professor of philosophy and education at Teachers College, Columbia University. Her primary research interests are the history of philosophy of education, moral philosophy and its significance for education, and philosophy with children and adolescents in schools. Laverty has written widely on these themes. Together with Maughn Rollins Gregory, she edits the Philosophy for Children Founders Series, which includes In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education (Routledge, 2018) and Gareth B. Matthews, The Child's Philosopher (Routledge, forthcoming).
  • Rory Varrato
    Teachers College, Columbia University
    E-mail Author
    RORY VARRATO is a Ph.D. student in his third year in the Program in Philosophy and Education at Teachers College, Columbia University. A former middle school teacher, his interests cut across moral, social, and political philosophy, and he is particularly interested in how education can respond to the specter of a near-term human extinction event caused by contemporary environmental degradation.
 
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