Authors Beginning With the Letter M

• MacLean, Tessa Claire

  • 2017 — Avec Pyrcz, Gregory E. et Hopkins, Mark E., “Demanding Epistemic Democracy and Indirect Civics Pedagogy: The Performance-Oriented Music Ensemble”

• Manery, Robert

  • 2019 — Avec Winchester, Ian, “Conceptual Analysis in the Contemporary Educational Landscape”

• Martin, Christopher

  • 2022 — Avec Pulvermacher, Andrew, “Higher Education and Dilemmas of Deinstitutionalization”
  • 2020 — “Education and the Identities of Liberalism”
  • 2018 — “Political Authority, Personal Autonomy and Higher Education”
  • 2018 — “Special Issue Introduction: What is the Good University?”

• Martin, Jack

  • 2019 — “In Defense of Robin Barrow's Concern About Empirical Research in Education”

• Maxwell, Bruce

  • 2019 — “Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay (Doris Santoro)”
  • 2017 — “Codes of Professional Conduct and Ethics Education for Future Teachers”
  • 2017 — “What Kind of Citizen? (Joel Westheimer)”
  • 2015 — Avec McDonough, Kevin et Waddington, David I., “Introducing the Inaugural Issue of Philosophical Inquiry in Education (PIE)”
  • 2015 — “Teachers and the Law, 3rd Edition (MacKay, Sutherland, & Pochini)”

• Mayo, Cris

  • 2020 — “Strategies of Authenticity”
  • 2016 — “Anger and Pedagogy”

• Mcclintock, Robbie

  • 2022 — “A History of Western Philosophy of Education in the Age of Enlightenment (vol. 3), ed. Tal Gilead, London: Bloomsbury Academic, 2021”

• McCowan, Tristan

  • 2018 — “The University as Engine of Development?”

• McDonough, Graham P.

  • 2019 — With Bakker, Colin, Dubensky, Kate, and Harvey, Lyndze, “The Inadequacies of Assigning “My Philosophy of Education” Statements in Teacher Education Courses”
  • 2016 — “Cultivating Identities: The Catholic School as Diverse Ecclesial Space”

• McDonough, Kevin

  • 2021 — Avec Taylor, Ashley, “Disabling Intervention: Intellectual Disability and the Justification of Paternalism in Education”
  • 2021 — Avec Taylor, Ashley, “Intellectual Ability and Disability”
  • 2018 — Avec Tanchuk, Nicolas et Kruse, Marc, “Indigenous Course Requirements: A Liberal-Democratic Justification”
  • 2016 — “Civics Beyond Critics: Character Education in a Liberal Democracy (Ian MacMullen)”
  • 2015 — Avec Maxwell, Bruce et Waddington, David I., “Introducing the Inaugural Issue of Philosophical Inquiry in Education (PIE)”

• McLachlan Jeffrey, David

  • 2021 — “Ancient Daoist Wisdom and Its Associated Principle of Yin-Yang for Contemporary Classrooms as Foundations for a Harmonious World”

• Michaud, Olivier

  • 2020 — “What Kind of Citizen is Philosophy for Children Educating? What Kind of Citizen Should it be Educating?”
  • 2018 — “Retrouver la raison: essais de philosophie publique (Jocelyn Maclure)”

• Miller, Joel D.

  • 2021 — Avec Dhingra, Neil, “Dependent Rational Activists: Disability, Student Activism, and Special Education”

• Mintz, Avi I.

  • 2019 — “The Legacy of Isocrates and a Platonic Alternative: History, Political Philosophy and the Value of Education (James R. Muir)”

• Misawa, Koichiro

  • 2016 — “No Need to Worry: Multiple Profiles of Philosophy of Education in, and in Relation to, the World of Education and the World of Philosophy”

• Misgeld, Dieter

  • 2018 — “A Reply to Gaon”

• Mizell, Karen

  • 2022 — “Gareth B. Matthews: The Child's Philosopher, eds. Maughn Rollins Gregory and Megan Jane Laverty, London: Routledge, 2022”

• Morton, Jennifer M.

  • 2016 — “Unequal Classrooms: Online Higher Education and Non-Cognitive Skills”