1. Introduction (Special Issue)

   • Lauren Bialystok

     1-4

     Education after COVID

2. Special Issue Articles

   • Nicholas C. Burbules

     5-10

     Promoting Critical Thinking in Anti-Critical Thinking Times: Lessons from COVID

   • Kal Alston

     11-15

     When the Façade of the Normal Falls Away

   • Doris Santoro, Julia Hazel

     16-21

     Demoralization and Re-moralization: The Power of Creating Space for Teachers’ Moral Centers

   • Kathleen Knight Abowitz, Andrea Bennett-Kinne

     22-29

     Pandemic Resurrection: Making Gendered Citizenship Visible in a "Postfeminist" Era

   • Christopher Martin, Andrew Pulvermacher

     30-35

     Higher Education and Dilemmas of Deinstitutionalization

   • James Dwyer

     36-41

     Homeschooling Reconsidered

   • Norm Friesen

     42-47

     COVID-19 and Remote Learning: The Home and the School

   • Sarah Stitzlein

     48-53

     Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19

   • Francis Schrag

     54-58

     Enhancing Educational Evaluation by Incorporating Side Effects

   • Randall Curren, Zachary Barber, Richard M. Ryan

     59-64

     Moral Character Education after COVID-19: An Interview

   • Anca Gheaus

     65-71

     Childhood after COVID: Children’s interests in a flourishing childhood and a more communal childrearing

   • Claudia W. Ruitenberg, Elisa Rathje

     72-77

     Perceiving the Limits, Or: What a Pandemic Has Shown Us About the Climate Crisis

Philosophical Inquiry in Education is an international peer-reviewed journal dedicated to the unique and distinctive contribution that philosophical thinking can make to educational policy, research, and practice. Global in outlook, the journal publishes articles representing the spectrum of intellectual traditions that define contemporary philosophy of education.     

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