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Jeff Frank [22]Jeffery Frank [2]Jeffery M. Frank [1]Jeffrey Frank [1]
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  1.  16
    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 (...)
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  2.  9
    Civil War Monuments: Mourning and Terror.Jeffrey Frank - 2019 - Philosophy of Education 75:187-199.
  3.  10
    Teaching in the now: John Dewey on the educational present.Jeff Frank - 2019 - West Lafayette, Indiana: Purdue University Press.
    John Dewey's Experience and Education is an important book, but first-time readers of Dewey's philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank's Teaching in the Now aims to reanimate Dewey's text--for first-time readers and anyone who teaches the text or is interested in appreciating Dewey's continuing significance--by focusing on Dewey's thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How much of what we justify as preparation in (...)
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  4.  7
    Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence.Jeff Frank - 2022 - Studies in Philosophy and Education 42 (1):5-16.
    A main goal of this paper is to complicate “learning loss” as the only, or even the main, thing schools should be concerned about as they respond to the Covid-19 pandemic. While schools have a responsibility to make sure students who are enrolled in school are learning, this cannot come at the cost of ignoring the other substantial losses students are also contending with. Following the work of Jonathan Lear, I make the case that schools should engage students in a (...)
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  5.  17
    The adventure of responsive teaching: lessons from Cora and Julie Diamond.Jeff Frank - 2021 - Ethics and Education 16 (1):20-35.
    This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I hope to (...)
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  6. 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.
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  7.  75
    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.
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  8.  25
    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 (...)
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  9.  9
    John Dewey and Psychiatry.Jeff Frank - 2023 - European Journal of Pragmatism and American Philosophy 15 (2).
    This article looks at the rare instances in Dewey’s collected works where psychiatry is addressed. Interestingly, Dewey draws on psychiatry as a way of demonstrating the flaws of excessively student-centered approaches to education. I take this to be of interest because it both clarifies Dewey’s philosophy of education while also suggesting that Dewey does not shy away from confronting truths disclosed by psychoanalysis. In fact, learning from advances in any and every field of inquiry is central to his philosophy of (...)
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  10.  1
    Demoralization and Teaching: Lessons from the Blues.Jeff Frank - 2015 - Philosophy of Education 71:127-134.
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  11.  9
    Exploring the Covid-19 Pandemic’s Impact on Children and Adolescents: Understanding the Ethical and Educational Dimensions of Loss.Jeff Frank & Gottfried Schweiger - 2023 - Studies in Philosophy and Education 42 (1):1-3.
    Adolescence is a valuable phase of life, not just because it is the phase of learning in school and preparing for a working life. During the COVID-19 pandemic it became clear that the rights, experiences, and lifeworlds of adolescents are considered less important than the needs of school, work, and productivity. However, there is an ethical claim for people to have a good adolescence, and this means that the losses of social contact, experiences, time, and space demanded of adolescents, in (...)
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  12.  22
    Introduction: exploring Cora Diamond’s significances for education and educators.Jeff Frank & Megan Laverty - 2021 - Ethics and Education 16 (1):1-19.
    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.
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  13.  8
    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.
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  14.  9
    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 (...)
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  15.  3
    Can Perfectionism Withstand the Acknowledgment of Slavery?Jeff Frank - 2011 - Philosophy of Education 67:381-387.
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  16.  74
    Imagining Wittgenstein's Adolescent: The educational significance of expression.Jeff Frank - 2012 - Educational Philosophy and Theory 44 (4):343-350.
    This paper highlights the philosophical and educational significance of expression in Ludwig Wittgenstein's Philosophical Investigations. When the role of expression is highlighted, we will be better able to appreciate Stanley Cavell's insistence that: (i) Wittgenstein offers ways of responding to, though not a refutation of, the problem of skepticism concerning other minds, and (ii) Wittgenstein's writing style is an important aspect of his philosophy. The educational implications of this appreciation will be explored with reference to the lives of adolescences.
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  17.  74
    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 (...)
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  18.  6
    Stanley Cavell on the “Disgusting Child”: Ordinary Aesthetics and the Mental Health Crisis in Schools.Jeff Frank - 2023 - Open Philosophy 6 (1):1-26.
    This article explores Stanley Cavell’s ordinary aesthetics through a close reading of one passage inThe Claim of Reason. This close reading leads to the suggestion that educating our aesthetic sense and responsiveness has ethical implications, especially as these relate to the mental health crisis in schools. The article draws implications for individuals in caring relationships with young people, suggesting that Cavell’s thinking on ordinary aesthetics is a powerful tool in our time.
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  19.  14
    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 (...)
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  20.  24
    The gleam of light: Moral perfectionism and education in Dewey and Emerson (review).Jeffery Frank - 2008 - Education and Culture 24 (1):pp. 66-71.
  21.  46
    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 (...)
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  22.  12
    Negative Education and the Transfiguration of Desire: Review of Amia Srinivasan, The Right to Sex: Feminism in the Twenty-First Century. [REVIEW]Jeff Frank - 2023 - Studies in Philosophy and Education 42 (2):219-223.
  23.  5
    Review of: The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. [REVIEW]Jeffery Frank - 2008 - Education and Culture 24 (1):7.
  24.  59
    The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW]Jeff Frank - 2011 - 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 (...)
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