The Democracy, Ethics, and Educational Philosophy (DEEP) Lab

Eric Thomas Weber, Jennifer Doyle, and Kathryn Mattingly

This study asks: How does structured collaboration with academic philosophers applying deliberative democratic insights influence teacher self-efficacy, instructional decision-making, and classroom discourse practices for high school social studies teachers when addressing controversial issues? We build on the tradition of deliberative democracy to revise existing philosophical tools for dialogue, particularly “one-sheets” and their companion values statement, and to inform instructions for facilitators, to measure effects on teacher self-efficacy and democratic pedagogy under polarized conditions. Our aim is to study social studies teachers to learn whether support in collaboration with philosophers from higher education might prove beneficial. We will study two cycles of 10 social studies teachers, who will each gain support, cocreation experience, and instruction on studied mechanisms. We hope to better understand the challenges that social studies teachers face in facilitating conversations on controversial subject matters in social studies classrooms. Our first group of teachers will be in Lexington, KY, and the second in Columbia, SC. Our mixed methods involve surveys and interviews in a collaborative team of philosophers and social scientists. We hope to empower teachers for discussions on controversial matters, addressing a gap in the literature on potential impacts of collaboration between philosophers and social studies teachers. (Proposal under review)

Eric Thomas Weber (UKY) and Derek Daskalakes (U of Tx at Tyler)

Historically, libraries have been quiet environments with a focus on providing access to books and other media (Stanwicks, 2016), yet today their purposes have diversified greatly, and they are often locations for meetings, conversations, and community-building, a kind of town hall (Aabo et al., 2010). In a period of heightened political polarization, libraries represent a special democratic kind of space in the community (Scott, 2011) for sharing intellectual resources. While nearly all libraries offer programming for children, adults are less often the targets of library programming (Augst, 2001). As higher education scholars with affiliations to organizations that offer informal educational opportunities, we are interested in exploring the perceptions of library employees and patrons regarding how libraries are currently supporting adult informal learning and intellectual community-building. Further, differences have been found between community needs expressed in rural versus urban settings (Jaeger et al., 2011; Real et al., 2014). Therefore, we will examine the perceptions of librarians and library patrons from urban and rural settings on the community’s needs for intellectual conversational programming and community-building. We hope thereby to determine the prospects for new collaborations between intellectual community-building organizations and public libraries. Our proposal’s aims align with the IMLS’ (2024) financial assistance priorities, especially goals 1 and 2 in their most recent financial report including the priorities to “champion lifelong learning” and to “strengthen community engagement” (p. 23). (Proposal in development)

Check-It-Out Chats

This is the name for our spin on a reading group. Reading groups can be terrific and may be planned traditionally, but our aim at first with these “chats” is to make it as easy as possible for people to participate. If people wish to read a book or text in advance and can prepare, they are welcome to, but the purpose of these meetings will be to enable someone in the group to introduce to the group some idea, tool, or book that they are genuinely excited about or moved by, sharing that with others.

Workshops

As a research group, we seek members’ input on desired workshops that would advance the fellows’ professional and scholarly interests. These can include meetings about how to pitch articles to periodicals like newspapers, professional blogs, and online periodicals. Another workshop is likely to concentrate on the job market. We can also plan workshops for engaging community partners in early thinking to brainstorm new projects in collaborations with community members.

Exploratory Research Symposia

We will plan a working papers series to hold symposia either each semester or once a year. For example, in the spring of 2027, we will hold a symposium on "Ethics in Higher Education."

Mentorship, Writing, and Grant-writing Collaborations

We have begun a number of collaborations on writing projects and grant applications. In years to come, we may formalize a "flat" mentorship effort, in the sense that each of us has much to teach each other. Grant applications are in progress, furthermore, and for all, we hold "Agraphia" meetings for research and writing accountability purposes every two weeks.

• ARTICLE: Daskalakes, Derek and Eric Thomas Weber. (2026). School Corporal Punishment and the Undermining of Students’ Educational Rights: A Normative Case for Funding-Based Consequences. Revising for resubmission.
• ARTICLE: Daskalakes, Derek. (2026). John Dewey, School Corporal Punishment, and Educational Authenticity: Expanding the Educational Case Against Its Use in US Schools. Educational & Culture, forthcoming. https://docs.lib.purdue.edu/eandc/.
• PRESENTATION: Weber, Eric Thomas. (2026). Public Schools' Origins in Consent of the Governed. Gaines Spring Forum, Gaines Center for the Humanities, the University of Kentucky. January 22, 2026.
• ARTICLE: Nilsson, Ted and Eric Thomas Weber. (2025). Revisioning Honors Programs as University Academic Service. Philosophy and Theory in Higher Education 7, no. 3: 387-403. https://www.peterlang.com/document/1677046.
• BOOK: Weber, Eric Thomas. (2025). A Culture of Justice. Albany, NY: SUNY Press. https://sunypress.edu/Books/A/A-Culture-of-Justice.