Associate Professor, Educational Leadership & Policy Studies
303B Miller, Box 353600
My research and teaching focuses on the philosophy of education, with an emphasis on the philosophy of interpretation and understanding (hermeneutics) and its implications for educational purposes, practices, policies, and inquiry. My work has appeared in a variety of journals in philosophy of education, including the Philosophy of Education Society Annual Yearbook, Educational Theory, Journal of Philosophy of Education (Great Britain), and Educational Philosophy and Theory (Australia). Other work appears in venues such as Educational Researcher, Review of Educational Research, Journal of Aesthetic Education, Journal of Jewish Education (formerly Religious Education), and the International Encyclopedia of Education.
In addition to my faculty position in the College of Education, I am a member of the Jewish Studies Department.
Ph.D., Stanford University: Philosophy of Education
M.A., Stanford University: Religious Studies
M.S.Ed., University of Southern California: Social and Philosophical Foundations of Education
M.A., Hebrew Union College: Jewish Education With Honors
B.A., Pitzer College: English and American Literature With Honors
Inaugural William Cutter Scholar-in-Residence, Hebrew Union College: 2009
Honorary Doctorate, Hebrew Union College: 2006
National Academy of Education/Spencer Foundation Postdoctoral Fellow: 1996-1998
Rhea Hirsch Award for Scholarship in Jewish Education, Hebrew Union College: 1980 and 1981
Anna Grancell Award for Scholarship, Hebrew Union College: 1980 and 1981
Kerdeman, D. (2010). Editor, Philosophy of Education 2009. Urbana, Illinois: Philosophy of Education Society.
Kerdeman, D. (2009). Why the Best Isn’t So Bad: Moderation and Ideals in Education Reform. Educational Theory 59 (5), 511-531.
Kerdeman, D. (2005). Aesthetic Experience and Education: Themes and Questions. Journal of Aesthetic Education 39(2), 88-96.
Kerdeman, D. (2004). Pulled Up Short: Challenging Self-Understanding as a Focus of Teaching and Learning. In J. Dunne and P. Hogan (eds.), Education and Practice: Upholding the Integrity of Teaching and Learning (pp. 144-158). Oxford, UK: Blackwell Publishing.
Kerdeman, D. (2004). Pulled Up Short: Challenges for Education. In Kal Alston (ed.), Philosophy of Education 2003 (pp. 208-216). Urbana, IL: Philosophy of Education Society.
Kerdeman, D. (May 2003). Pulled Up Short: Challenging Self-Understanding as a Focus of Teaching and Learning. Journal of Philosophy of Education 37(2), 293-308.
Kerdeman, D. (1999). Between Interlochen and Idaho: Hermeneutics and Education for Understanding. In Steve Tozer (ed.), Philosophy of Education 1998 (pp. 272-279). Urbana, IL: Philosophy of Education Society.
Kerdeman, D. (Spring 1998). Hermeneutics and Education: Understanding, Control, and Agency. Educational Theory 48(2), 241-266.
Kerdeman, D. (Winter 1998). Some Thoughts About Hermeneutics and Jewish Religious Education. Religious Education 93(1), 29-43.
Ödman, P-J. and Kerdeman, D. (1994). Hermeneutics. In Torsten Husén and T. Neville Postlethwaite (eds.), International Encyclopedia of Education. Second Edition (pp. 2579-2586). New York: Elsevier Science Inc.
Reprinted in J.P. Keeves and G. Lakomski (eds.). 1999. Issues in Educational Research. Amsterdam, The Netherlands: Elvesier Science.
Reprinted in J.P. Keeves (ed.). (1997). Educational Research, Methodology, and Measurement: An International Handbook. Second Edition. New York: Pergamon.
Reprinted in L.J. Saha (ed.). (1997). International Encyclopedia of the Sociology of Education. Oxford, England: Elsevier Science.
Kerdeman, D. and Phillips, D.C. (1993). Empiricism and the Knowledge Base of Educational Practice. Review of Educational Research 63(3). Washington, D.C.: American Educational Research Association, 305-313.
Kerdeman, D. (1993). Educating Ethical Behavior: Aristotle's Views on Akrasia. In H.A. Alexander (ed.), Philosophy of Education 1992 (pp. 81-89). Urbana, IL: Philosophy of Education Society.
Kerdeman, D. (1991). The 100 Statements Project: A Study in the Dynamics of Teacher Assessment. Teacher Education Quarterly18(3), 59-85.
Introduction to Educational Inquiry
Two-quarter sequence of courses required of all 1st year Ph.D. students in the College of Education. Co-taught with Ken Sirotnik 1991-2004; co-taught with Philip Bell 2005-
Introduction to Philosophy of Education
Seminar in Philosophy of Education: Gadamer’s Hermeneutics
Seminar in Philosophy of Education: Postmodern Issues in Interpretive Research
Seminar in Philosophy of Education: Philosophical Issues in Interpretive Research
Education as a Moral Endeavor
Topics and Tensions in School and Society
Elementary and Secondary Teacher Education
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600