•  118
    James Baldwin’s ‘Everybody’s Protest Novel’: Educating our responses to racism
    Educational Philosophy and Theory 46 (1): 1-8. 2014.
    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.
  •  82
    Imagining Wittgenstein's Adolescent: The educational significance of expression
    Educational Philosophy and Theory 44 (4): 343-350. 2012.
    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 appre…Read more
  •  76
    The Claims of Documentary: Expanding the educational significance of documentary film
    Educational Philosophy and Theory 45 (10): 1018-1027. 2013.
    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.
  •  75
    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 reso…Read more
  •  61
    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 that edu…Read more
  •  52
    What Is John Dewey Doing in To Kill a Mockingbird?
    Education and Culture 31 (1): 45. 2015.
    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 her convictions, ev…Read more
  •  30
    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.
  •  29
    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 contribute to conversations in te…Read more
  •  29
    Love and ruin(s): Robert Frost on moral repair
    Educational Theory 61 (5): 587-600. 2011.
    This essay begins where Alasdair MacIntyre's After Virtue begins: facing a moral world in ruin. MacIntyre argues that this predicament leaves us with a choice: we can follow the path of Friedrich Nietzsche, accepting this moral destruction and attempting to create lives in a rootless, uncertain world, or the path of Aristotle, working to reclaim a world in which close‐knit communities sustain human practices that make it possible for us to flourish. Jeff Frank rejects MacIntyre's framework and i…Read more
  •  26
    Love and work: a reading of John Williams’ Stoner
    Ethics and Education 12 (2): 233-242. 2017.
    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 work at teaching, teacher education and educational refor…Read more
  •  24
    In this paper I revisit what I take to be one of the most influential papers written by a philosopher of education in recent memory, Philip Jackson's "The Mimetic and the Transformative: Alternative Outlooks on Teaching."1 Jackson's paper is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in teaching.2 Although Jackson recognizes that almost every…Read more
  •  20
    John Dewey and Psychiatry
    European Journal of Pragmatism and American Philosophy 15 (2). 2023.
    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 centra…Read more
  •  19
    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 way…Read more
  •  18
    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: …Read more
  •  16
    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 to Dewey’s …Read more
  •  14
    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 orde…Read more
  •  13
    Building a Better Teacher
    Education and Culture 31 (1): 89-95. 2015.
    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 …Read more
  •  9
    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 process of learning how to mou…Read more
  •  7
    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.
  •  3
    Demoralization and Teaching: Lessons from the Blues
    Philosophy of Education 71 127-134. 2015.
  •  3
    Can Perfectionism Withstand the Acknowledgment of Slavery?
    Philosophy of Education 67 381-387. 2011.