DOCUMENT RESUME ED 364 493 SO 023 674 AUTHOR Owen, David B., Ed.; Swartz, Ronald M., Ed. TITLE Proceedings of the Annual Conference of the Midwest Philosophy of Education Society (Chicago, Illinois, November 8-9, 1991, and November 13-14, 1992). INSTITUTION Midwest Philosophy of Education Society. PUB DATE 93 NOTE 371p.; For earlier proceedings, see ED 356 992-993, ED 345 983-987, ED 319 670, and ED 241 407. AVAILABLE FROMMidwest Philosophy of Education Society, Ames, IA 50010. PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Critical Thinking; Democracy; *Educational Environment; Educational Objectives; *Educational Philosophy; *Educational Theories; *Ethical Instruction; Females; Grading; Higher Education; Popular Culture; *Social Change; Student Evaluation; Teaching (Occupation) IDENTIFIERS Beauvoir (Simone de); Confucius; *Dewey (John); Peirce (Charles S); *Postmodernism ABSTRACT This document consists of papers that were presented at the 1991 and 1992 annual meetings of the Midwest Philosophy of Education Society. The book is divided into four sections. The first is composed of the society president's address at the 1992 meeting and a response to that address. The presidential address discussed chaos theory and the philosophy of Charles Peirce as it related to the future of philosophy of education. The second section contains the papers presented at the 1991 meeting. Lome subjects included are: (1) critical thinking and Aristotle's "Posterior Analytics"; (2) philosophy of popular culture in academia; (3) student disbelief; (4) conflict between individual rights and social values in the civil rights movement; (5) changes in U.S. education as it relates to the teaching profession; (6) and (7) John Dewey's educational philosophy; and (8) democracy and education beyond the classroom. The third section consists of the papers presented at the 1992 annual meeting. Subjects in this section include Simone de Beauvoir's theory of women in society and social change, education and democracy, hopefulness and inner city students, education and love, irreducibility of value, Confucius, the ethics of evaluation and grading, teaching, education initiative and social reconstructivism, educating the emotions, philosophy of life rhythms, critical thinking strategies, poetry, moral education, radical perspectivism, and Catholic education. The final section is appendices of meeting programs, members and officers, and business meeting reports. (DK) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** UAL DEPARTMENT Of EDUCATION Office of Educational Researchand improvement EDUCATIONAL RESOURCESINFORMATION CENTER IERICI )44his document haS been reproducedali eceived from the person or organization originating it 0 Minor changes have been mad*to improve reproduction Quality Points ol view or opinions statedin this docu- ment do not necessarily represent official OEM positron or policy PROCEEDINGS OF THE MIDWEST PHILOSOPHY OF EDUCATION SOCIETY, 1991 and 1992 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEFN GRANTED BY ffi RA LIv_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE 2 40) PROCEEDINGS OF THE MIDWEST PHILOSOPHY OF EDUCATION SOCIETY, 1991 and 1992 David B. Owen, Editor Ronald M. Swartz, AssociateEditor 0 1993 by the Midwest Philosophy of Education Society, Ames, Iowa 50010. All Rights arc reserved. No part of these Proceedings may he reproduced without the permission of the Society. 4 TABLE OF CONTENTS David B. Owen Pre( ace vii I. PRESIDENTIAL ADDRESS George W. Stickel Philosophy of Education for the Year 2000 A.D.: Chaos Theory and the Philosophy of Charles Peirce (Delivered November 13, 1992) 3 Lawrence J. Dennis Response. Postmodernism, Seattle, and Stickel 35 II. 1991 ANNUAL MEETING Charles E. Alberti Critical Thinking and Aristotle's Posterior Analytics 41 Don G. Smith Toward a Philosophy of Popular Culture in Academia 49 Walter P. Krolikowski "Believe Me Not; And Yet I like Not": A Case For Student Disbelief 53 Joseph Watras Was There a Conflict Between Individual Rights and Social Values in the Civil Rights Movement? 67 Robert A. Leone (Graduate Student Award Winner) American Education in Fluxion and the Possibility of a Teaching Profession 77 Alexander Makedon Reinterpreting Dewey: Some Thoughts on His Views of Science and Play in Education 93 III 5 iv Robert P. Craig The Relationship Between Interest and Discipline: John Dewey Revisited 103 Louis Silverstein Taking It to the Streets: Democracy and Education Beyond the Classroom 111 HI. 1992 ANNUAL MEETING Allison E. Williams Does Evolution Necessitate Revolution? A Look at the Implications of Sirnone de Beauvoir's Claim, "One is Not Born a Woman, One Becomes One" 119 Michael A. Oliker Analytical Philosophy and the Discourse of Institutional Democracy 127 Michael T. Risku Hopefulness:The Value Variable for Inner City Students 135 Ian M. Harris On the Relationship Betwcen Education and Love 143 Thomas S. Deeds Mark Johnston and David Lewis on the Irreducibility of Value 167 Kyung Hi Kim Confucius and His Impact on Education 177 Richard C. Pipan Reflections on a Round Table Discussion -- "Thoughts on Evaluation: Moral and Ethical Dilemmas of Grading" 191 Arthur Brown Undergraduate Assessment As Pedagogical and Political Control 205 Susan V. Aud (Graduate Student Award Winner) Teaching in a Postmodern World 217 Robert P. Craig On Educating the Emotions 231 Janis B. Fine Philosophy of Education and Relevance for the '90s: Regular Education Initiative and Social Reconstructionism 241 Louis Silverstein Sketches of a Philosophy of Life Rhythms & Education ....249 Charles E. Alberti Whose Critical Thinking Strategy Is of Most Worth? 253 Lawrence Santoro From Puggy to Larry: Poetry from Gathering Light 261 David B. Annis Moral Education and Integrity: Educating for Higher-Level Character Traits 287 Alexander Makcdon Humans in the World: Introduction to the Educational Theory of Radical Perspectivism 297 Walter P. Krolikowski Philosophy of Catholic Education Before Vatican II 311 Robert N. Barger McGucken Revisited: A Fifty-Year Retrospective on American Catholic Educational Philosophy 319 Don G. Smith American First and Catholics Second: The Decline of Catholic Education Since Vatican II 327 7 vi IV. APPENDICES Appendix A Program of the 1991 Annual Meeting 337 Appendix B Program ol the 1992 Annual Meeting 343 Appendix C Officers and Committees, 1991-1992 349 Appendix D Minutes of the Business Meeting, Including Treasurer's Report, November 13, 1992 351 Appendix E Membership List, 1991-1992 355 Appendix F Cumulative Index to Proceedings, 1977-1992 367 PREFACE These Proceedings are composed of papers which presenters at the 1991 and 1992 Annual Meetings of the Midwest Philosophy of Education Society wished to have published. Each paper herein went through a peer- review process by the Society's Program Committee before being accepted for presentation at its respective Meeting. The Editors would like to thank the authors represented herein for cooperating with a new approach to publishing their work.Although submitting their papers electronically for publication in this Proceedings was undoubtedly awkward for some, it makes for increased accuracy and improved quality of presentation of their contributions. Hopefully the Society will find that the new style of this Proceedings shows more striking' thc quality of work the Society's members arc doing. The Annual Meetings on November 8 and 9, 1991, and November 13 and 14, 1992, were held at Loyola University of Chicago. As usual, the Society is greatly indebted to Walter P. Krolikowski for arranging such a well planned and enjoyable setting.In addition, the Society also wants to thank the School of Education, Dean Robert E. Roemer, and the University for generously hosting our two-day gatherings. The Society would also like to express its appreciation to the Program Committees from 1991 and 1992 for refereeing the papers submitted for presentation and for organizing the programs. Last, but certainly not least, I would like to thank Ronald Swartz for his help in getting these Proceedings together and for his continued advice about various problems as they arose. It is support like his which makes one realize that MPES is a unique professional organization, one composed of genuine colleagues. David B. Owen Ames, Iowa vii 41. 9 I. PRESIDENTIAL ADDRESS ".- Presidential Address Midwest Philosophy of Education 1992 Annual Meeting PHILOSOPHY OF EDUCATION FOR THE YEAR 2000 A.D.: CHAOS THEORY AND THE PHILOSOPHY OF CHARLES PEIRCE George W. Stickel Kennesaw State College I. Introduction The job of philosophy, I believe, is to providea consistent, compre- hensive, coherent, and congruent understanding of reality,knowing, and valuing.The role of the philosopher of education is to theorize and apply that understanding to the world of learning and teaching. Suchwork defines the educational researcher's task and improves the efficiencyof data collection. With each generation, the reality aboutus or at least our understand- ing of it changes, and our comprehension of howwe know changes with that reality.While values may or may not change, the philosophy ofvaluing continually gains new insights into the process. For example, philosophies following Newton defined a mechanistic, ordered universe;those