Barbara J Thayer‐Bacon
Biographic Data
| ID | 5397955 |
|---|---|
| NAME | Barbara J Thayer‐Bacon |
| GIVEN NAMES | Barbara J |
| FAMILY NAME | Thayer‐Bacon |
| SIGNATURE | BACON B J T |
| AFFILIATIONS | University of Tennessee at Knoxville |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Queen of the alternative sessions
Vulnerable Children and Moral Responsibility
In this essay, Barbara Thayer‐Bacon considers the arguments made in favor of “zero tolerance” for immigration at the United States–Mexican border as an example of principled ethics, and she contrasts this position with a caring ethical response. She compares the U.S.'s current zero‐tolerance immigration policy to the zero‐tolerance approach U.S. public schools adopted in response to violence in schools. The zero‐tolerance policies implemented by …
Living During a Technological Revolution
Redefining Work and Education in the Technological Revolution
What comes after postmodernism? Going fishing
What comes after postmodernism? Going fishing." Educational Philosophy and Theory, 50(14), pp. 1614–1615
Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
A New Editor-in-Chief for Studies in Philosophy and Education
Learning to trust our students
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students…
Nurturing a Democratic Community in the Classroom
A Pragmatist and Feminist Relational (E)pistemology
In 1966 two sociologists
Homogeneity and diversity
My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a te…
Democracies-Always-in-the-Making
Peirce on Education
Pragmatism and Feminism as Qualified Relativism
More or Less on Metaphor
Generous Reading
Radical Democratic Communities Always-in-the-Making
Closing the Split between Practical and Theoretical Reasoning
Transforming and Redescribing Critical Thinking
Democratic classroom communities
Caring and Its Relationship to Critical Thinking
Transforming and Redescribing Critical Thinking
A Pragmatist and Feminist Relational (E)pistemology
In 1966 two sociologists
Radical Democratic Communities Always-in-the-Making
Democratic classroom communities
Living During a Technological Revolution
Redefining Work and Education in the Technological Revolution
Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
Democracies-Always-in-the-Making
Caring and Its Relationship to Critical Thinking
Democratic classroom communities
Transforming and Redescribing Critical Thinking
Closing the Split between Practical and Theoretical Reasoning
Radical Democratic Communities Always-in-the-Making
Pragmatism and Feminism as Qualified Relativism
More or Less on Metaphor
Generous Reading
Peirce on Education
Democracies-Always-in-the-Making
Homogeneity and diversity
My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a te…
A Pragmatist and Feminist Relational (E)pistemology
In 1966 two sociologists
Nurturing a Democratic Community in the Classroom
Learning to trust our students
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students…
A New Editor-in-Chief for Studies in Philosophy and Education
Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
What comes after postmodernism? Going fishing
What comes after postmodernism? Going fishing." Educational Philosophy and Theory, 50(14), pp. 1614–1615
Living During a Technological Revolution
Redefining Work and Education in the Technological Revolution
Vulnerable Children and Moral Responsibility
In this essay, Barbara Thayer‐Bacon considers the arguments made in favor of “zero tolerance” for immigration at the United States–Mexican border as an example of principled ethics, and she contrasts this position with a caring ethical response. She compares the U.S.'s current zero‐tolerance immigration policy to the zero‐tolerance approach U.S. public schools adopted in response to violence in schools. The zero‐tolerance policies implemented by …
Queen of the alternative sessions
Sociology (21 works) · Epistemology (18 works) · Philosophy (18 works) · Law (17 works) · Political science (17 works) · Philosophy (13 works) · Law (12 works) · Higher education (11 works) · Philosophy of education (11 works) · Pedagogy (9 works)