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Francis Schrag
University of Wisconsin, Madison
  1.  34
    Children and Democracy: Theory and Policy.Francis Schrag - 2004 - Politics, Philosophy and Economics 3 (3):365-379.
    This article identifies four approaches to arguing for democracy, showing that none has an adequate way of supporting both full adult inclusion and the exclusion of children. I focus in Section 2 on the arguments of David Estlund and Thomas Christiano, showing that their arguments against guardianship call into question the exclusion of children from the franchise. In Section 3, I explain why the exclusion of children constitutes an injustice, and in the final section, I consider two approaches to remedying (...)
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  2.  33
    The Child in the Moral Order.Francis Schrag - 1977 - Philosophy 52 (200):167 - 177.
    In the early 1700s the Flemish explorer Sicnarf Garhcs discovered a society, the Namuh, which he described in his two-volume compendium of primitive societies. As this society bears on my present topic, I begin with a summary of its salient features: It consists of two classes of people, the Tluda and the Dlihc, whom I shall hereafter refer to as the T's and the D's. Relative to the D's, the T's are strong, intelligent and knowledgeable about the world. The D's (...)
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  3.  14
    Can This Marriage Be Saved? The Future of 'Neuro‐Education'.Francis Schrag - 2013 - Journal of Philosophy of Education 47 (1):20-30.
    Neuro-education, a new frontier for educational researchers, has its passionate advocates and equally passionate detractors. Some philosophers, including Noel Purdy and Hugh Morrison, Andrew Davis, and Ralph Schumacher, have argued that the entire enterprise is misguided. I evaluate and challenge their arguments. This permits me to articulate my own position: Neuroscience may make impressive contributions to education but, perhaps paradoxically, not by guiding the work of teachers.
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  4.  1
    Can This Marriage Be Saved? The Future of ‘Neuro‐Education’.Francis Schrag - 2013 - Journal of Philosophy of Education 47 (1):20-30.
    Neuro‐education, a new frontier for educational researchers, has its passionate advocates and equally passionate detractors. Some philosophers, including Noel Purdy and Hugh Morrison, Andrew Davis, and Ralph Schumacher, have argued that the entire enterprise is misguided. I evaluate and challenge their arguments. This permits me to articulate my own position: Neuroscience may make impressive contributions to education but, perhaps paradoxically, not by guiding the work of teachers.
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  5.  20
    Does Neuroscience Matter for Education?Francis Schrag - 2011 - Educational Theory 61 (2):221-237.
    In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The Jossey-Bass Reader on the Brain and Learning, edited by Jossey-Bass Publishers, and New Philosophies of Learning, edited by Ruth Cigman and Andrew Davis. Schrag argues that philosophers of education do have a distinctive role in the conversation about neuroscience. He contends that the impact of neuroscience is likely to be substantial, though not in the (...)
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  6.  39
    Justice and the Family.Francis Schrag - 1976 - Inquiry: An Interdisciplinary Journal of Philosophy 19 (1-4):193 – 208.
    Using Rawls's theory as illustration, I argue that any conception of justice which includes a commitment to equality of opportunity eventually must collide with a commitment to the family. I then contend that the link between justice and equality of opportunity cannot be severed by showing that one powerful attempt to do so founders. Borrowing from Martin Buber, I try to show that the perspective required by justice is different from and opposed to that required for intimate relations. Moreover, I (...)
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  7.  14
    The Child's Status in the Democratic State.Francis Schrag - 1975 - Political Theory 3 (4):441-457.
  8.  4
    A View of Our Enterprise.Francis Schrag - 1994 - Educational Theory 44 (3):361-369.
  9.  21
    Diversity, Schooling, and the Liberal State.Francis Schrag - 1998 - Studies in Philosophy and Education 17 (1):29-46.
  10.  7
    Response to Giroux.Francis Schrag - 1988 - Educational Theory 38 (1):143-144.
  11.  29
    A Critical Review of Charles Murray: Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality.Francis Schrag - 2009 - Studies in Philosophy and Education 28 (4):369-374.
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  12. Back to Basics Fundamental Educational Questions Reexamined.Francis Schrag - 1995
     
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  13.  6
    From Here to Equality Grading Policies for Egalitarians.Francis Schrag - 2001 - Educational Theory 51 (1):63-73.
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  14.  31
    Review of Michael Slote, Education and Human Values: Reconciling Talent with an Ethics of Care Routledge, 2012. [REVIEW]Francis Schrag - 2013 - Studies in Philosophy and Education 32 (2):205-211.
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  15.  3
    On Style in Theorizing.Francis Schrag - 1996 - Educational Theory 46 (2):151-159.
  16.  11
    Learning and the Expression of Emotion.Francis Schrag - 1973 - Studies in Philosophy and Education 8 (1):30-51.
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  17.  5
    Social Science and Social Practice.Francis Schrag - 1983 - Inquiry: An Interdisciplinary Journal of Philosophy 26 (1):107 – 124.
    Science breaks new trails for technology but social science has yet to break new trails for social technology. Why is this? One hypothesis explains this with reference to the complexity of the social world and the still rudimentary nature of the social sciences. This paper argues for an alternative hypothesis, claiming that social science research is incapable of generating technologies not already part of the human repertoire. Drawing on a range of social science inquiry from economics to psychology, it shows (...)
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  18.  24
    Eamonn Callan Creating Citizens: Political Education and Liberal Democracy.Francis Schrag - 1999 - Studies in Philosophy and Education 18 (3):189-195.
  19.  18
    Discretion, Punishment, and Juvenile Justice.Francis Schrag - 1991 - Criminal Justice Ethics 10 (1):3-7.
  20.  9
    Book Review Section 2. [REVIEW]Robert D. Heslep, S. Pike Hall, Denise Twohey, Francis Schrag, Joseph S. Malikail, Dennis L. Carlson, Thomas A. Brindley & Thomas P. Thomas - 1993 - Educational Studies 24 (2):158-196.
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  21.  14
    Rights Over Children.Francis Schrag - 1973 - Journal of Value Inquiry 7 (2):96-105.
  22.  6
    Book Review. [REVIEW]Francis Schrag - 1982 - Law and Philosophy 1 (1):159-162.
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  23.  5
    Reply to Götz on Deschooling.Francis Schrag - 1974 - Educational Theory 24 (4):410-411.
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  24.  4
    Book Review Section 2. [REVIEW]Francis Schrag, Paul Zisman, Gary K. Clabaugh, Delbert H. Long, Wayne J. Urban, James L. Wattenbarger & Willis H. Griffin - 1992 - Educational Studies 23 (2):200-237.
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  25.  3
    On Teacher Knowledge--Expanding the Dialogue [and] Response to Schrag, or, He Who Laughs Last..Francis Schrag & D. C. Phillips - 1989 - Educational Theory 39 (3):267-72.
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  26.  3
    Response to Feinberg.Francis Schrag - 1990 - Educational Theory 40 (2):217-217.
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  27.  6
    What Future for Social Science?Francis Schrag - 2004 - Educational Theory 54 (1):89-101.
    Each of the authors discussed in this review essay deplores the attempts of scholars in the human sciences to ape their colleagues in the natural sciences and economics. Their criticisms are not dissimilar, nor are they without merit, but it is important to ask the following questions: What would they offer in its place? What kind of warrantability do the alternatives promise? Can researchers avoid the dominant paradigms and still have something valuable to say to policymakers? The bulk of the (...)
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  28.  5
    Afterwords.Francis Schrag - 1994 - Educational Theory 44 (4):463-463.
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  29.  5
    Elements of a Post-Liberal Theory of Education.Francis Schrag - 1989 - Educational Theory 39 (1):85-89.
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  30.  2
    What Is Education?Francis Schrag - 2014 - Educational Theory 64 (5):533-538.
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  31.  1
    Elements of a Post‐Liberal Theory of Education.Francis Schrag - 1989 - Educational Theory 39 (1):85-89.
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  32.  1
    On Teacher Knowledge — Expanding the Dialogue.Francis Schrag - 1989 - Educational Theory 39 (3):269-270.
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  33.  2
    On Teacher Knowledge - Expanding the Dialogue.Francis Schrag - 1989 - Educational Theory 39 (3):269-270.
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  34.  1
    Learning What One Feels and Enlarging the Range of One's Feelings.Francis Schrag - 1972 - Educational Theory 22 (4):382-394.
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  35.  1
    Book Review Section 1. [REVIEW]Erwin V. Johanningmeier, Ma Lawn, Francis Schrag, Valerie Polakow, Peter A. Sola, Thomas Whitson Nelson, Kogila Moodley, Charles B. Teddlie & Jenny Ozga - 1985 - Educational Studies 16 (4):352-392.
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  36. Policy and Perspectives.Deanna L. Fassett, Daniel Liston, Richard A. Quantz & Francis Schrag - 1997 - Educational Studies 28 (3-4):284-300.
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  37. From Childhood to Adulthood: Assigning Rights and Responsibilities.Francis Schrag - 1978 - In Kenneth A. Strike & Kieran Egan (eds.), Ethics and Educational Policy. Routledge and Kegan Paul.
     
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