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The Notebooks of Robert Frost

reviewed by Jeff Frank - March 20, 2007

coverTitle: The Notebooks of Robert Frost
Author(s): Robert Faggen (Ed.)
Publisher: Harvard University Press, Cambridge
ISBN: 0674023110 , Pages: 848, Year: 2007
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Although Robert Frost was a teacher for most of his life—first in high schools, then in colleges and finally as a teacher educator—very little attention has been paid to his educational thought. Those who have recognized its importance face the difficulty that confronts Frost scholars: Frost is notoriously difficult to categorize. In his notebooks (as well as in his prose and in the poem “Directive”) he returns to an idea that he derives from the Gospel of Mark (16:16): the poet must use “parable so the wrong people wont1 understand them and so get saved” (p. 637). As a result of this—what he similarly calls his mischief in “Mending Wall”—very different pictures of Frost’s educational thought emerge depending upon how one takes him. Peter Stanlis (2000) highlights the anti-progressive aspects of Frost’s thought; this stands in sharp contrast to Robert Newdick (1936a, 1936b, 1936c) who argues that Frost is a... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: March 20, 2007
https://www.tcrecord.org ID Number: 13835, Date Accessed: 9/28/2020 9:56:46 PM

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About the Author
  • Jeff Frank
    Teachers College
    E-mail Author
    JEFF FRANK is a doctoral student in the Program of Philosophy and Education at Teachers College. He is also a member of the EdLab and on the staff of the Teachers College Record. His research interests include moral philosophy, and philosophy and literature.
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