This essay explores J. Glenn Gray's neglected philosophy of education as an active search after a meaningful framework for grounding the practices of teachers. Influenced by Hegel, Heidegger, and Arendt, Gray's philosophy addresses the tensions between individuality and community, argues for a vision that honors wholeness and synthesis and embraces plurality and public action as one of the bases for a truly generous education. Gray contends that the love of beauty must also be an integral part of education that matters. The concluding part of this essay considers some of the implications of Gray's vision for practitioners.

Review of Political Emotions: Why Love Matters for Justice by Martha C. Nussbaum (Cambridge, MA: Belknap Press, 2013).

Aspiring leaders in preparation programs need up-to-date research applied in real-life situations. University faculty need to change their understandings of what it means to effectively promote leadership development through university programs. This article presents understandings on how exploratory, field-based coursework offered through a university–school district partnership supported learning for leadership. Qualitative and quantitative data from end-of-class session questionnaires and end-of-course evaluation forms were analyzed. Students emphasized that this pilot project provided opportunities to connect theory and practice, offered collaborative course activities, and gave them “spaces for thought and spaces for action.”

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In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest a number of responses and strategies.