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1.
Barbara S. Stengel 《Educational theory》2016,66(1-2):227-230
At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling — though not often educating — the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling. 相似文献
2.
《Journal of moral education》2012,41(3):170-180
Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. 相似文献
3.
Leonard J. Waks 《Educational theory》2010,60(6):665-681
In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: (1) Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? (2) If so, what criteria might distinguish those that are appropriate from those that are not? (3) How might public education be re‐institutionalized so as to include the charter schools that are appropriate? Waks concludes that Dewey's theory of democratic publics can play a useful role in thinking about how to balance the democratic benefits of charter schools for the various subcommunities of our society with the democratic requirement of broad public discourse and intergroup education. 相似文献
4.
Peter J. Nelsen 《Educational theory》2016,66(1-2):231-244
While Democracy and Education is often cited within the scholarship on and teaching of social justice education, it and Dewey's work generally remain underutilized. Peter Nelsen argues in this essay that Deweyan pragmatism offers rich resources for social justice education by exploring how Dewey's three‐part conception of growth has both analytical and normative force. Nelsen makes this case by examining student resistance to engagement with social justice issues, and concludes from this analysis that resistance is an opportunity for growth. Furthermore, rather than being a precursor to critical engagement with ideas, Nelsen contends that creating collaborative environments that foster interdependence across group memberships might be as important as the critical engagement itself. 相似文献
5.
This paper examines the links between language, social difference and political domination in the practices of parental school choice at the heart of a global city, Vancouver. Vancouver is a highly diverse city, especially in terms of language. Its inner city is replete with multiple languages whose exchange values are not equal. In this context, our case study of two elementary schools observes that white middle‐class parents choose a predominantly white school – whose students are non‐ESL and have a second language choice of French – in a socially and ethnically mixed inner city neighbourhood, creating a stark imbalance in the student population of local neighbourhood schools. This paper examines parents' accounts of their choices, which they rationalise on the basis of linguistic competency and differentiation from multilingual others. We draw from Pierre Bourdieu's theory of language and symbolic power and Ghassan Hage's spatial theory of nationalist practice to understand the linguistic dimension of school choice rationalisation made by white middle‐class parents. In the context of these insights, we argue that the way anglophone white middle‐class parents choose their children's schools is intricately linked to active processes of reproducing a stratilingual society in Canada. 相似文献
6.
Piia Seppánen 《教育政策杂志》2013,28(5):513-531
The article examines school choice in the context of the Finnish, publicly owned and governed comprehensive school system, the ‘named public‐school markets’, and compares findings to similar studies done in other countries. Parental choice is used in addition to traditional catchment areas and has now settled in the educational policy of big cities since its introduction in Finland in the mid 1990s. The focus of this article is on the extent and direction of pupils' preferences between the schools in relation to the characteristics of the schools in order to understand what kind of patterns have been formed along with the school choice. At the turn of the year 2000, half of the age group transferring to the 7th grade applied for a place in an other than catchment area school in the capital city, and on average one‐third of those in the other four big cities. The local public school markets touched every school in the urban areas. The schools were divided into popular, rejected, and balanced schools on the basis of net gains in request flows. A detailed analysis of the preferences between schools is presented in a map. Patterns of operation of the local school markets in the four case cities showed astoundingly similar features to those reported in studies conducted in other countries. 相似文献
7.
Terri S. Wilson 《Educational theory》2010,60(6):643-664
In this essay, Terri Wilson puts the argument developed by Kathleen Knight Abowitz that charter schools could be considered as counterpublic spaces into interaction with empirical research that explores patterns of voluntary self‐segregation in charter schools. Wilson returns to the theoretical tension between Jürgen Habermas and Nancy Fraser over the inclusivity of the public sphere. Wilson argues that Fraser's concept of counterpublic space rests on an oversimplification of Habermas's concept of the public sphere and, further, that justifying school choice through Fraser's “multiplicity of publics” offers few resources for questioning the increasing segregation of schools. According to Wilson, Habermas's normative project—and his concept of “idealization,” in particular—offers both an answer to Fraser's critique and a better application of “the public sphere” to the issue of school choice. Wilson concludes by considering how Habermas's understanding of the public sphere as a normative ideal might serve as a useful resource for evaluating the public‐ness of charter school reform. 相似文献
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9.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
10.
Stephen Tomlinson 《牛津教育评论》2013,39(3):365-383
ABSTRACT At the beginning of this century the two most important theorists in the history of American education, Edward Thomdike and John Dewey, formulated radically different visions of how the art of teaching could be transformed into a science. Thomdike, combining a strongly hereditarian behavioural psychology with the newly developed techniques of statistical analysis, showed how schooling could be structured around the methods of industrial management. By atomising and standardising every aspect of the educational process, a cadre of experts and administrators would replace traditional rule‐of‐thumb methods with scientifically proven practices dovetailed to the needs of a modem state. Although Dewey was also committed to the value of science as a universal tool for human betterment, he completely rejected the epistemological, psychological and sociological assumptions implicit in Thorndike's technocratic vision. In contrast to Thomdike's mechanistic world view, Dewey formulated an organismic ontology modelled on the process of adaptation and demonstrated that the scientific method depends upon the construction of a democratic community of problem solvers. By evaluating these theories of human nature and the social good, I discuss the failings of Thorndike's programme within the American school and explain the implications of Dewey's more sophisticated arguments for educational practice. 相似文献
11.
James Campbell 《Educational theory》2016,66(1-2):39-53
While focusing on Democracy and Education, James Campbell attempts in this essay to offer a synthesis of the full range of John Dewey's educational thought. Campbell explores in particular Dewey's understanding of the relationship between democracy and education by considering both his ideas on the reconstruction of education and on the role of education in broader social reconstruction. Throughout his philosophical work, Campbell concludes, Dewey offers us a vision of a society self‐consciously striving to enable its members to live fully educative lives. 相似文献
12.
Ira Harkavy Matthew Hartley Rita Axelroth Hodges Joann Weeks 《Peabody Journal of Education》2013,88(5):525-540
This article explores the university-assisted community school approach as it has been developed at the University of Pennsylvania with its school and community partners in West Philadelphia since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community institutions and groups, and helps solve the myriad problems schools and community confront in a rapidly changing world. Building on Dewey's ideas, the authors argue that all colleges and universities should make solving the problem of the American schooling system a very high institutional priority; their contributions to its solution should count heavily both in assessing their institutional performance (by themselves and others) and be a critical factor when responding to their requests for renewed or increased resources and financial support. Providing concrete examples from over 20 years of work in West Philadelphia, as well as from initiatives across the country, this article explores the potential of developing university-assisted community schools as an effective approach for school reform, pre-Kindergarten through higher education. 相似文献
13.
Susan Hill Michael Harvey Bernard T. Harrison Robin Clarke 《Asia-Pacific Journal of Teacher Education》1999,27(1):25-45
Leadership development is a key issue for success in leading educational reform and school improvement. Demands for more flexible, responsive, and enterprise‐driven schooling require that school leaders can create the kind of conditions which sustain vigorous processes of continuous school improvement. To meet this requirement, school leaders must be in command of a broader range of leadership and management expertise than was traditionally required of them. The changing environments make it essential for school leaders to have a high level of awareness of their preferences for leadership development and a commitment to improve their professional performance. This paper discusses findings of a survey‐based study of school leaders’ attitudes and preferences for professional development in Western Australia. Surveys conducted among principals and deputy principals of primary (n = 233) and secondary (n = 180) schools reveal some important similarities, as well as differences, in the extent to which primary and secondary school leaders have recognized the potential for work‐based and peer‐assisted learning. 相似文献
14.
JOHN F. COVALESKIE 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):28-43
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audiences, and their relation to democracy. Finally, I consider public schools as both a reflection of public will and a central means to create a public. 相似文献
15.
Knowing When to Be “Rational”: Flexible Economic Decision Making and Executive Function in Preschool Children 
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下载免费PDF全文 Failure to delay gratification may not indicate poor control or irrationality, but might be an adaptive response. Two studies investigated 3.5‐ and 4.5‐year‐old children's ability to adapt their delay and saving behavior when their preference (e.g., to delay or not delay) became nonadaptive. In Study 1 (N = 140), children's delay preference was associated with a risk of losing rewards. In Study 2 (N = 142), children's saving preference was associated with an inability to play an attractive game. Whereas baseline delaying and saving preferences were unrelated to a standardized executive function measure, children who switched to their nonpreferred choice scored higher, suggesting flexibility of decision‐making may be a more meaningful dependent variable than baseline performance in developmental research on self‐control. 相似文献
16.
In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search‐for‐truth conception is closely linked to some ongoing difficulties with science curricula that students find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges. 相似文献
17.
John Abraham 《British Educational Research Journal》2008,34(6):855-863
This article examines the important data on pupils' perceptions of setting and mixed‐ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed‐ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed‐ability classes are for mixed‐ability teaching. While, Hallam and Ireson propose more differentiated teaching and learning in mixed‐ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered. 相似文献
18.
David L. Hildebrand 《Educational theory》2016,66(1-2):73-88
In this essay, David Hildebrand connects Democracy and Education to Dewey's wider corpus. Hildebrand argues that Democracy and Education's central objective is to offer a practical and philosophical answer to the question, What is needed to live a meaningful life, and how can education contribute? He argues, further, that this work is still plausible as “summing up” Dewey's overall philosophy due to its focus upon “experience” and “situation,” crucial concepts connecting Dewey's philosophical ideas to one another, to education, and to democracy. He opens the essay with a brief synoptic analysis of Democracy and Education's major philosophical ideas, moves on to sections devoted to experience and situation, and then offers a brief conclusion. Some mention is made throughout about the surprisingly significant role art and aesthetics can play in education. 相似文献
19.
In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas, and educative experience. They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings. 相似文献
20.
Michael Eldridge 《Educational theory》2010,60(4):503-517
In this essay Michael Eldridge maintains that Frank Margonis has in a recent article ill‐advisedly speculated about John Dewey's pedagogy, suggesting that his “racialized visions” of students and classroom communities involve a “false universalism” that is problematic for our multicultural society. Based on this understanding, Margonis concludes that we need to seek an alternative to Dewey's educational philosophy. Eldridge strongly disagrees with this conclusion, arguing that assessing Dewey's philosophy and pedagogy is not a matter for speculation but should instead be based on the extensive documentation and research that is readily available. Eldridge focuses in this essay on documenting Margonis's speculations regarding Dewey's theory and pedagogy, and then offering an alternative reading of Dewey's writings as well as scholarship about Dewey's life and work. Ultimately, Eldridge argues that a wholesale abandonment of Dewey's educational approach is unnecessary and would be misguided. 相似文献