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Abstract
This is a brief reply to Malewski's response to our article, “Disciplined Judgment: Toward a Reasonably Constrained Constructivism.” There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported by a false dichotomy between access to canonical knowledge and social justice; and (c) some examples used to support claims in the response are hyperbolic. We believe that this sort of interaction is a good model of scholarly discourse and we hope that this sustained discussion of our disagreements will produce the sort of discourse that can increase understandings across theoretical and political divides and eventually contribute to efforts to bring about positive social change.
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Notes on contributors
Kurt Stemhagen
Kurt Stemhagen is an associate professor of education at Virginia Commonwealth University. His fields of study are Philosophy and Foundations of Education. In addition to mathematics education, his research interests include American Pragmatism and Teacher Empowerment.
Gabriel A. Reich
Gabriel A. Reich is an associate professor of history/social studies education at Virginia Commonwealth University. His research interests focus on historical consciousness, collective memory, and history assessment. Before earning his PhD, he taught high school history in the Bronx, NY.
William Muth
William Muth is an associate professor of adult and adolescent literacy at Virginia Commonwealth University. Prior to joining the faculty at VCU in 2005, he completed a 25 year career in the Federal Bureau of Prisons as a reading teacher, prison school principal, and education director.