Reconstruction Vol. 14, No. 2
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Contributors
Neil Baker is a student at the Indiana University Maurer School of Law. He is a graduate of Hope International University in Fullerton, California, and has published various essays on pop culture, philosophy, and ethics. [article]
Haroldo Fontaine is Professor of Humanities at Florida SouthWestern State College, USA. [article]
Guillemette Johnston is a professor of French in the Department of Modern Languages, DePaul University, Chicago. Her articles have appeared in Romanic Review, French Forum, Studies on Voltaire and the Eighteenth Century, Etudes Jean-Jacques Rousseau, Jung: Culture and Psyche, Pensée Libre , and other journals, and she has contributed to the Modern Languages Association volume Approaches to Teaching Rousseau's Confessionsand Reveries, the Dictionary of Literary Biography (Frantz Fanon), and collections from Honoré Champion Editeur. She is the author of Lectures Poètiques: La Représentation poétique du discours théorique chez Jean-Jacques Rousseau (Summa Publications) and co-editor of the volume "Rousseau et Spiritualité" (Etudes Jean-Jacques Rousseau, vol. 10). A member of CNRS (Centre Nationale de la Recherche Scientifique), she is also a former president of the Society for the Philosophical Study of Education and an editor of The Journal for the Philosophical Study of Education and the SPSE Roundtable. She teaches French language at all levels, Eighteenth- and Nineteenth-Century French Literature, French Canadian Literature, Francophone Literature of Africa and the West Indies, and also Jean-Jacques Rousseau, The Yoga Sutras of Patañjali, The Psychology of Fairy Tales, The One Percent Minority, and other courses in the Liberal Studies Program. [article]
James M. Magrini is adjunct professor of Philosophy at the College of DuPage, IL, USA, and has published extensively on Heidegger and education. Magrini's latest book, Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosophical Hermeneutics is published by Routledge (2014). [article]
Jon Olzon is a designer, artist, and art teacher who has focused on the relationship between education and art, and ethics and art. Jon Olzon lives and works in Stockholm, Sweden.
Marc A. Ouellette [bio] [article]
Cathrine Ryther recently earned her Ph.D. at Stockholm University, Sweden. Her dissertation reimagines the limits and positive social purpose of pedagogical action, drawing on the thought of Jacques Rancière and Adriana Cavarero. Some of her broader research interests include the borderlines between politics and pedagogy, the implications of feminist and continental philosophy for multicultural education and schooling in general, and the place of bodies in educational thought and practice. [article]
Roberto Sirvent is Associate Professor of Political and Social Ethics at Hope International University in Fullerton, California. His teaching and research focus primarily on the intersection of ethics, political theory, and theology. Other current interests include hermeneutics, law and religion, and the ethical role of narrative. He is a graduate of Hope International University (BA), Johns Hopkins University (MA), the University of Maryland School of Law (JD), and the London School of Theology (PhD). [article]
Cecilia Ferm Thorgersen is doctor and Full professor in Music Education, at School of music in Piteå, LTU, Sweden. She graduated in June 2004 upon the
thesis Openness and Awareness - A Phenomenological Study of Music Teaching and Learning Interaction. Current research areas; 1) Educational
quality within music teacher training, with specific focus on Musikdidaktik and Practical Teacher Training. 2) How music education in
compulsory schools can be organized in a way that take into account children's previous and "informal" musical experience and learning, and offer
development towards common goals in democratic ways 3) Philosophical studies concerning Aesthetic Communication in various educational contexts,
and multi dimensional musical experience and it's implications for music education, based on a life world phenomenological way of thinking. Writings are
internationally presented at various conferences, and published in for example Philosophy of Music Education Review, Music Education Research, Visions of Research in Music Education, Nordic Research of Music Education Yearbook,
Finnish Journal of Music Education and British Journal of Music Education. cefe@ltu.se [article]
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