Brandon is Senior Editor at HealthEquity. Prior to Teachers College, he completed a B.A. in Political Economy at The College of Idaho and an M.A. at Marquette University. His dissertation titled, White Schools, White Ignorance: Toward a Racially Responsive Pedagogy, explores ways majority white schools can interrupt patterns of racialized ignorance in majority white communities. He lives in Connecticut.
Dr. Tomas Rocha is an Assistant Professor in the College of Education at the University of Washington, Seattle. Prior to pursuing his Ph.D. in Philosophy and Education at Teachers College, he completed a B.A. in Education Studies at Brown University, an M.Phil. in Politics, Development, and Democratic Education at the University of Cambridge, and a two-year position as Research Assistant at the Mind & Life Institute. While completing his doctoral studies he served as an adjunct instructor in philosophical ethics at Fordham University. His dissertation is titled, "Egalitarian Reverence: Towards a Cosmopolitan Contemplative Education".
Dr. Jessica Davis is a Visiting Assistant Professor of Philosophy at Notre Dame of Maryland University. She received her BA and MA in Philosophy from San Diego State University before completing her PhD in Philosophy and Education at Teachers College, Columbia University. Her dissertation was titled "The Possibility of Philosophy in Schools: Jacques Rancière and Community of Philosophical Inquiry."
Dr. LeAnn Holland is an Assistant Professor of Education and the Coordinator of the Graduate Program at St. Lawrence University in upstate New York. Prior to taking her position at St. Lawrence, she completed a B.A. from the University of Minnesota - Twin Cities in Psychology and Philosophy with a Concentration in Ethics and Civic Life, summa cum laude, taught 6th Grade English Language Arts on the Sicangu Lakota Oyate/Rosebud Sioux Reservation in Mission, SD, then pursued her PhD. in Philosophy and Education from Teachers College, Columbia University. While writing her dissertation, she taught a number of graduate and undergraduate courses in introductory philosophy, ethics, and philosophy of education and worked as a licensed, senior wilderness guide for Discover Outdoors in New York City. She continues to publish research on learning in weather-rich environments.
Ostrow-Michel, Jessica, LeAnn M. Holland, Claudine Brunnquell, and Stephen Sterling. "Transformative Sustainability Learning." Special Issue. New Directions for Teaching and Learning. Forthcoming.
Holland, LeAnn M. "A Philosophy of Weather: How We Learn in an Elemental, Aesthetic Environment." Dissertation. Columbia University, 2018.
Holland, LeAnn M. "Reconsidering the 'Ped' in Pedagogy: A Walking Education." Philosophy of Education Archive, 2018. 64-73.
Holland, LeAnn M. "An Element-ary Education." Philosophy of Education Archive, 2016. 351-359.
Adjunct Assistant Professor, Department of Philosophy, Hofstra University
Schapira, M. (2014). Historical perspectives on the crisis of the university (Order No. 3620415). Available from ProQuest Dissertations & Theses Global. (1538017410). Retrieved from http://eduproxy.tc-library.org/?url=/docview/1538017410?accountid=14258
Assistant Professor of Philosophy, Fulton School of Liberal Arts, Salisbury University
Cammarano, Cristina. "Philosophical Considerations on Teacher Presence." Philosophy of Education Archive (2016): 424-431.
Cammarano, Cristina. "The Work of Memory in the Project of Cosmopolitan Education." OMNES 6.2 (2016): 35.
Cammarano, Cristina. “I Know, You Know, We Know: Recognition and Misrecognition as Possibilities for Education in the Example of Kara Walker's Art”. Journal of Aesthetic Education 49.2 (2015): 107–116.
Winston Thompson (2011) is an Associate Professor in the Department of Educational Studies at Ohio State University.
Thompson, W. C. (2015), Rawls, Race, and Education: A Challenge to the Ideal/Nonideal Divide. Educational Theory, 65: 151–167. doi: 10.1111/edth.12104.
Evans, C; Caines, J; & Thompson, W.C., "“First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation,” in K. K. Hewitt & A. Amrein-Beardsley (Eds.), Student growth measures: Where Policy Meets Practice. (New York, NY: Palgrave Macmillan, 2016)
Associate Professor of Education at Wheaton College
Jonas, Mark E., James Braun, and Yoshiaki M. Nakazawa. "Appetite, Reason, and Education in Socrates’ ‘City of Pigs’." Phronesis 57.4 (2012): 332-57. Web.
Jonas, Mark. "Overcoming ressentiment: Nietzsche's education for an aesthetic aristocracy." History of Political Thought 34.4 (2013): 669-701. Jonas, Mark E. "When teachers must let education hurt: Rousseau and Nietzsche on compassion and the educational value of suffering." Journal of Philosophy of Education 44.1 (2010): 45-60.
Senior Fellow and Director of the Center for Universal Education
Sperling, Gene B., and Rebecca Winthrop. What Works in Girls' Education: Evidence for the World's Best Investment. Brookings Institution Press, 2015.
Winthrop, Rebecca, and McGivney, Eileen. Why Wait 100 Years? Bridging the gap in global education. Brookings Institute, 2015. http://www.brookings.edu/research/reports2/2015/06/100-years-gap-global-education-winthrop-mcgivney
Associate Professor at University of Tulsa, Department of Educational Studies
“Why did Socrates Deny that he was a Teacher? Locating Socrates among the new educators and the traditional education in Plato’s Apology of Socrates,” Educational Philosophy and Theory 46(7), July 2014, pp. 735-747.
“The Happy and Suffering Student? Rousseau’s Emile and the path not taken in progressive educational thought,” Educational Theory 62(3), June 2012, pp. 249-265.
“Four Educators in Plato’s Theaetetus,” Journal of Philosophy of Education 45(4), November 2011, pp. 657-673.
Regis College Associate Dean for Academic Programs, Regis University
DeSisto, Laura. "Sensuous Abstraction as Aesthetic Wonder: Reframing Lewis’s Analysis of Studied Perception." Philosophy of Education Archive (2014): 350-352. http://ojs.ed.uiuc.edu/index.php/pes/article/viewFile/4027/1339
DeSisto, Laura A. "A Review of Not for Profit: Why Democracy Needs the Humanities." Democracy and Education 19.2 (2011): 12. http://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1028&context=home
Moini, Joy S., Tora K. Bikson, C. Richard Neu, Laura DeSisto, Mohammed Al Hamadi, Sheikha Jabor Al Thani, and Foreword by Sheikha Al Misnad. "The Reform of Qatar University." QNRS Repository 2011.1 (2011): 4175.
Associate Professor, SUNY New Paltz Department of Educational Studies
2012 “Immanuel Kant’s Account of Cognitive Experience and Human Rights Education,” Educational Theory, Vol. 62, No. 2, 185-201.
2011 “The Critical Humanisms of Dorothy Dinnerstein and Immanuel Kant Employed for Responding to Gender Bias: A Study, and an Exercise, in Radical Critique,” Studies in Philosophy and Education, Vol. 30, No. 4, 385-402.
2011 “Kant’s Conception of Respect and African American Education Rights,” Educational Theory, Vol. 61, No. 1, 17-40.
Visiting Clinical Assistant Professor and Worldwide Secretary for Jesuit Education
Mesa, Jose. Moral Education in the Age of Individualism: Community, the Individual, and the Challenge of Moral Education. Saarbrücken: VDM Verlag Dr. Müller, 2008. Print.
Jaramillo, Rosario, and José A. Mesa. "Citizenship Education as a Response to Colombia’s Social and Political Context." Journal of Moral Education 38.4 (2009): 467-87. Web.
Mesa, Jose. "The International Apostolate of Jesuit Education: Recent Developments and Contemporary Challenges." International Studies in Catholic Education 5.2 (2013): 176-89. Web. http://www.tandfonline.com/doi/abs/10.1080/19422539.2013.821339#.VunWA8f5Hc
Professor and Head, Department of International Education and Lifelong Learning Hong Kong Institute of Education
Mason, M (2014) Culture in international and comparative education research: conceptual and methodological issues. In A. Reid, P. Hart & M. Peters (Eds.) A Companion to Research in Education (319-331). Dordrecht: Springer.
Mason, M. (2009) Making Educational Development and Change Sustainable: Insights from Complexity Theory. International Journal of Educational Development 29 (2), 117-24.
Mason, M. (2005) A Justification, after the Postmodern Turn, of Universal Ethical Principles and Educational Ideals. Educational Philosophy and Theory, 37 (6), 799-815.
Torosyan, R. (2013). The Daily Show way: Critical thinking, civic discourse and postmodern consciousness. Refereed chapter in J. Holt (Ed.). The Ultimate Daily Show and philosophy: More moments of Zen, more indecision theory (pp. 181-196). West Sussex, UK: Wiley-Blackwell.
Torosyan, R. (2009). Things that make you go “what?” Colbert as anti-critical thinker. Refereed chapter in Schiller, A. A. (Ed.), Stephen Colbert and philosophy: I am philosophy (and so can you!) (pp. 29-49). Chicago: Open Court Press.
A Faculty Learning Community on Mindfulness Discusses Experiences (with Minae Savas, Kristine Keay, Lydia Burak, and Christine Brown), CARS May Celebrations (2013)