Abstract
This review meditates on Furman's Teaching from an Ethical Center as a potential response to professional loneliness in education. Drawing on the tension between ambition and isolation, the author argues that Furman positions teachers as philosophers engaged in epistemological and ontological inquiry. Through both theoretical grounding and practical pathways, the book provides an antidote to professional isolation by inviting teachers into philosophical community. This personal and scholarly response positions Furman's work as essential reading for moving beyond instrumentalist approaches toward philosophically grounded practice in teacher education.
Project Muse URL
https://muse.jhu.edu/pub/60/article/978530
Recommended Citation
Cirillo, Rosette
(2025)
"Teacher-Philosophers: Community, Care, and the Question of Loneliness,"
Education and Culture: Vol. 41
:
Iss.
1,
Article 8.
DOI: https://doi.org/10.7771/1559-1786.1975
