-
2When Philosophies Collide: Dewey and Oakeshott on Politics and EducationPhilosophy of Education 67 319-327. 2011.
-
34Can This Marriage Be Saved? The Future of ‘Neuro-Education’Journal of Philosophy of Education 47 (1): 20-30. 2013.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.
-
53A Critical Review of Charles Murray: Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality: Crown Forum, New York, 219 pp, Hardcover, List Price $24.95Studies in Philosophy and Education 28 (4): 369-374. 2009.
-
4On Teacher Knowledge--Expanding the Dialogue [and] Response to Schrag, or, He Who Laughs Last..Educational Theory 39 (3): 267-72. 1989.
-
72Children and democracy: Theory and policyPolitics, Philosophy and Economics 3 (3): 365-379. 2004.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 …Read more
-
48The Child in the Moral OrderPhilosophy 52 (200). 1977.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 are weak, ignorant and dim-witted
-
From childhood to adulthood: Assigning rights and responsibilitiesIn Kenneth A. Strike & Kieran Egan (eds.), Ethics and Educational Policy, Routledge and Kegan Paul. 1978.
-
52Does neuroscience matter for education?Educational Theory 61 (2): 221-237. 2011.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,…Read more
-
66Justice and the familyInquiry: An Interdisciplinary Journal of Philosophy 19 (1-4). 1976.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,…Read more
-
43Review of Michael Slote, Education and Human Values: Reconciling Talent with an Ethics of Care Routledge, 2012 (review)Studies in Philosophy and Education 32 (2): 205-211. 2013.
-
47Diversity, Schooling, and the Liberal StateStudies in Philosophy and Education 17 (1): 29-46. 1998.
Madison, Wisconsin, United States of America
Areas of Interest
Applied Ethics |
Meta-Ethics |
Normative Ethics |