Works by Francis Schrag
34 found
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- 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 (...) that injustice. Key Words: justice • democracy • children. (shrink)
- 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 (...) are weak, ignorant and dim-witted. (shrink)
- 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.
- 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 (...) argue that the institution of the family provides the soil without which human intimacy withers. Finally, I try to suggest that the need for human. I?You encounters is a response to aspects of the human condition quite different from those which give rise to institutions of justice and the state. (shrink)
- The child's status in the democratic state.Francis Schrag -1975 -Political Theory 3 (4):441-457.
- 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 (...) way its advocates imagine. It has the potential to enhance education by way of interventions that successfully alter the fundamental neural mechanisms of learning, but neuroscience is unlikely to affect classroom teaching substantially. (shrink)
- Diversity, Schooling, and the Liberal State.Francis Schrag -1998 -Studies in Philosophy and Education 17 (1):29-46.
- 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 (...) that the ?mechanisms? posited to explain normal and puzzling human behavior depend on familiar facts about humans which future investigations cannot overturn. Finally, it is shown that even when these familiar facts are themselves explained, the generative mechanisms posited to account for them are no longer within the sphere of the social sciences. (shrink)
- Back to Basics: Fundamental Educational Questions Reexamined.Francis Schrag -1995 - Jossey-Bass.Education reform is pointless if it does not influence what students can learn, what they want to learn, and most important, what they care about. This is a lesson that John Dewey tried to teach us, but one we have either forgotten or willfully neglected.In Back to Basics, Francis Schrag builds on Dewey's fundamental principles and offers a probing and thoughtful exploration of the most basic questions in education today: What is the purpose of schooling and what should our educational (...) aspirations be? What should be taught and how? Who is accountable and what are they accountable for? And how should educators respond to difficult societal issues, such as inequality of resources, or the conflicting demands of school reform?In grappling with each of these questions, Schrag examines our most basic beliefs about education and forces us to think in greater depth about what schools can and should do. (shrink)
- Policy and Perspectives.Deanna L. Fassett,Daniel Liston,Richard A. Quantz &Francis Schrag -1997 -Educational Studies 28 (3-4):284-300.
- Discretion, punishment, and juvenile justice.Francis Schrag -1991 -Criminal Justice Ethics 10 (1):3-7.
- A 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 $24.95.Francis Schrag -2009 -Studies in Philosophy and Education 28 (4):369-374.
- Challenges to Rationality.Francis Schrag -2003 -Philosophy of Education 59:179-181.No categories
- Eamonn Callan Creating Citizens: Political Education and Liberal Democracy.Francis Schrag -1999 -Studies in Philosophy and Education 18 (3):189-195.
- Elements of a Post‐Liberal Theory of Education.Francis Schrag -1989 -Educational Theory 39 (1):85-89.
- Facts and Norms in Policy Scholarship.Francis Schrag -2002 -Philosophy of Education 58:188-196.No categories
- From childhood to adulthood: Assigning rights and responsibilities.Francis Schrag -1978 - In Kenneth A. Strike & Kieran Egan,Ethics and educational policy. Boston: Routledge and Kegan Paul.Export citation
Bookmark - Learning and the expression of emotion.Francis Schrag -1973 -Studies in Philosophy and Education 8 (1):30-51.
- Moral Education in the “Badlands”1.Francis Schrag -2009 -Philosophy of Education 65:63-71.No categories
- Measurement in Education.Francis Schrag -2018 -Philosophy of Education 74:140-152.No categories
- 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.Export citation Bookmark
- On Teacher Knowledge — Expanding the Dialogue.Francis Schrag -1989 -Educational Theory 39 (3):269-270.
- Perfectionism and Equality: The Liberal Educator’s Dilemma.Francis Schrag -2004 -Philosophy of Education 60:1-11.No categories
- Philosophy For Policy Makers? A Critique and a Proposal.Francis Schrag -2016 -Philosophy of Education 72:341-349.No categories
- Postsecondary Schooling Education for All.Francis Schrag -2007 -Philosophy of Education 63:383-391.No categories
- Rights over children.Francis Schrag -1973 -Journal of Value Inquiry 7 (2):96-105.
- School Closure and Justice.Francis Schrag -2014 -Philosophy of Education 70:370-372.No categories
- What Is Education?Francis Schrag -2014 -Educational Theory 64 (5):533-538.
- When Philosophies Collide: Dewey and Oakeshott on Politics and Education.Francis Schrag -2011 -Philosophy of Education 67:319-327.No categories
- 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.No categories
- 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.No categories
- Book review. [REVIEW]Francis Schrag -1982 -Law and Philosophy 1 (1):159-162.
- 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.No categories
- 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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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
David Chalmers
James Chase
Rafael De Clercq
Ezio Di Nucci
Esa Diaz-Leon
Barry Hallen
Hans Halvorson
Jonathan Ichikawa
Monte Johnson
Michelle Kosch
Øystein Linnebo
Paul Livingston
Brandon Look
Manolo Martínez
Matthew McGrath
Michiru Nagatsu
Susana Nuccetelli
Giuseppe Primiero
Jack Alan Reynolds
Darrell P. Rowbottom
Aleksandra Samonek
Constantine Sandis
Howard Sankey
Jonathan Schaffer
Thomas Senor
Daniel Star
Jussi Suikkanen
Aness Kim Webster
Other editors
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