1. Research Articles

   • Barbara Weber, Dr. Mahboubeh Asgari

     209-221

     Trying to Bridge the Divide: A Phenomenological Footnote Regarding the Dichotomy Between Empathy and Reasoning

   • Ilya Zrudlo

     222-236

     Was Dewey (Too) Modern? The Modern Faces of Dewey

   • David McLachlan Jeffrey

     237-250

     Ancient Daoist Wisdom and Its Associated Principle of Yin-Yang for Contemporary Classrooms as Foundations for a Harmonious World

2. Dialogue and Debate

   • Sunny Dhillon

     251-258

     An Immanent Critique of Decolonisation Projects

3. Book Reviews

   • Tatiana Geron

     259-262

     Review of Ethical Dilemmas in Schools: Collaborative Inquiry, Decision-Making, and Action

4. From the Archives...

   • Heesoon Bai

     Decentering the Ego-self and Releasing the Care-consciousness

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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