14 found
Order:
Disambiguations
Jeff Frank [14]Jeffery Frank [2]Jeffery M. Frank [1]
See also
  1.  12
    Teaching is Oppositional: On the Importance of Supporting Experimental Teaching During Student Teaching.Jeff Frank - 2018 - Studies in Philosophy and Education 37 (5):499-512.
    This paper has two interrelated goals. The first is to introduce a framework: oppositional democracy. The second is to use this framework to address what I see as a central problem that occurs when learning to teach: the moment when someone with power tells an aspiring teacher that something she hopes to accomplish is unrealistic. The framework of oppositional democracy helps us understand this problem while also suggesting responses that free an aspiring teacher to experiment in responsible ways, thereby empowering (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  2.  67
    The Claims of Documentary: Expanding the Educational Significance of Documentary Film.Jeff Frank - 2013 - Educational Philosophy and Theory 45 (10):1018-1027.
    The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  3.  14
    Love and Work: A Reading of John Williams’ Stoner.Jeff Frank - 2017 - Ethics and Education 12 (2):233-242.
    This article offers a close reading of the novel Stoner by John Williams. Stoner, and not the countless reports and jeremiads on teaching, helps us find what we are searching for: a way to live – and talk about – teaching in a dignified and artful way. We need to seek out voices that remind, recall and reveal teaching for the beautifully lovingly difficult work that it is. We need more voices like the one Williams provides in Stoner as we (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  4.  99
    James Baldwin’s ‘Everybody’s Protest Novel’: Educating Our Responses to Racism.Jeff Frank - 2014 - Educational Philosophy and Theory 46 (1):1-8.
    The aim of this article is to establish—and explore—James Baldwin’s significance for educational theory. Through a close reading of ‘Everybody’s Protest Novel’, I show that Baldwin’s thinking is an important precursor to the work of Stanley Cavell and Cora Diamond, and is relevant to a number of problems that are educationally significant, in particular problems of race and racism.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  5.  8
    Introduction: Exploring Cora Diamond’s Significances for Education and Educators.Jeff Frank & Megan Laverty - 2021 - Ethics and Education 16 (1):1-19.
    ABSTRACT This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  6.  68
    Reconstructing Deweyan Growth: The Significance of James Baldwin's Moral Psychology.Jeff Frank - 2013 - Education and Culture 29 (2):121-132.
    In this paper I raise and respond to the question, Is John Dewey's understanding of growth sufficiently responsive to problems associated with race and racism? A growing number of scholars have asked similar questions of Dewey's philosophy.1 These scholars generally start with an expression of disappointment—how could someone so concerned with social issues devote so little attention to the problem of racism—and conclude with some variant of the following: While Dewey's philosophy offers us resources that can help as we construct (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  7.  7
    The Adventure of Responsive Teaching: Lessons From Cora and Julie Diamond.Jeff Frank - 2021 - Ethics and Education 16 (1):20-35.
    ABSTRACT This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  8.  40
    What Is John Dewey Doing in To Kill a Mockingbird?Jeff Frank - 2015 - Education and Culture 31 (1):45.
    I had not read To Kill a Mockingbird since I was assigned it in middle school. However, recently I revisited the novel because many of my students—future teachers—mentioned that it was their favorite book. From what I remembered from middle school, the book was about the courage of Atticus Finch as he makes the unpopular, though just, choice to defend an innocent black man in court. As well, I remember the narrator, Scout, a very strong young woman who—like her father—follows (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  9.  52
    The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW]Jeff Frank - 2012 - Studies in Philosophy and Education 31 (4):327-338.
    This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of language (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  10.  12
    Sheldon Wolin, Jean Vanier and the Present Age: Reflections on Replenishment, Resistance and Progress.Jeff Frank - 2018 - Ethics and Education 13 (3):360-369.
    ABSTRACTNeoliberalism is a force that seeks to commodify the time of education. Time must be productive. We rank journals and reward scholars who produce work published in those highly ranked journals. In the process of commodifying the work of scholarship, we lose time to the logics of neoliberalism. In search of this lost time, we need allies and resources that allow us to resist and reclaim that which replenishes value. This paper makes the case that a vision of progress connected (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  11.  6
    Against Technology-Mediated Personalized Learning: Resources From John William Miller and Henry Bugbee to Support Parental Resistance.Jeff Frank - 2020 - Ethics and Education 15 (1):98-112.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  12.  21
    The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson (Review).Jeffery Frank - 2008 - Education and Culture 24 (1):pp. 66-71.
  13.  4
    Review Of: The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. [REVIEW]Jeffery Frank - 2008 - Education and Culture 24 (1):7.
  14.  6
    Building a Better Teacher.Jeff Frank - 2015 - Education and Culture 31 (1):89-95.
    Elizabeth Green’s Building a Better Teacher: How Teaching Works is an excellent book that deserves the widest possible audience. It is a tremendously insightful and engaging look at teacher education, and I believe it has the power to change public discussions of teacher education for the better. Though it is written for a popular—and not a scholarly—audience, Green’s book raises a number of questions that will be of particular interest to philosophers of education. I turn to those questions at the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark