This year marks the centenary publication of John Dewey's magnum opus, Democracy and Education. Despite its profound importance as a foundational text in education, it is notoriously difficult and—dare we say it—a little dry. In this charming and often funny companion, noted philosopher of education D. C. Phillips goes chapter by chapter to bring Dewey to a twenty-first-century audience. Drawing on over fifty years of thinking about this book—and on his own experiences as an educa...

Frightful Fables: Volume I is an anthology of original horror and suspense tales with plenty of twists and turns that lurk around every corner. From a young woman who fakes her own death with disastrous results, to an elderly pet lover whose demise is avenged by a cat’s restless spirit, this collection includes something delightfully dreadful for every aficionado of the macabre. Two companion anthologies, Frightful Fables: Volume II and Frightful Fables: Teen Scream, are already in the wor...

Twenty-two nightmarish stories for your reading enjoyment! Prepare for the terrifying.Sara Jordan-Heintz selected a perfect blend of tales from a talented list of authors. You might just find your next favorite horror writer in the listStories byBrooke MacKenzieJohn HaasEvan BaughfmanJohn GroverD.C. PhillipsH.K. SladeC.A. VerstraeteLindy SpencerPatrick F. MurphyK.T. TateKay Hanifen

Time changes nothingnot in your world, not in mine. Actions are what change, and even that fails. For Emilia Manescu, time seemed endless, for her kind lived far longer than humans. Time never erased the death of her family, her pack, her friends, and multitudes of strangers that she could not save from her evil twin sister, Rebekah. And time could not keep Rebekah from awakening again, hell-bent on resurrecting an even greater evil by name of Sebastian. Time was even running out for Emili...

In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unreso...