Welcome to this very special issue dedicated to the life and work of Maxine Greene, philosopher, social critic, humanist, lover of the arts, existentialist, educator and a very special person in my life. When I studied for my Ph.D. at Teachers College, Columbia University, during the tumultuous years of the Civil Rights Movement and the Vietnam War, I had the privilege of studying with Maxine. Actually there were three philosophers at Columbia at that time – all coming from a different perspective. Maxine gifted me an existentialist and aesthetic perspective; Jonas Soltis helped hone in my analytical skills during the heyday of analytical philosophy that still dominated the field, and the late Philip Phenix, the holistic philosopher, who was as much at home in the spiritual world as he was in the world of science (Einstein actually praised his senior thesis), invited me to partake in all the “realms of meaning” (1964). All three philosophers helped me understand the wonderful world of philosophy that I have tried to pass on to my own students during the last thirty years – a period where philosophy had to compete against an ever encroaching world of data collection, performance outcomes, accountability, and a depersonalization of the teacher-student relationship.
"Art, Social Imagination and Democratic Education: Maxine Greene and the Unfinished Conversation,"
Journal of Educational Controversy: Vol. 5:
1, Article 1.
Available at: https://cedar.wwu.edu/jec/vol5/iss1/1
Subjects - Topical (LCSH)
Art--Study and teaching; Art--Philosophy; Democracy and education; Imagination
Subjects - Names (LCNAF)