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1.
Reijo Miettinen 《International Journal of Lifelong Education》2013,32(1):54-72
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very specific and unilateral mode of experience- feedback session in T-group training- into a general model of learning. Kolb's interpretation of John Dewey's ideas is compared to Dewey's concepts of reflective thought and action. It is concluded that Kolb gives an inadequate interpretation of Dewey's thought and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. The theory historical approach of the article discusses both substantial questions related to experiential learning and the way concepts are appropriated, developed and used within adult education theory. 相似文献
2.
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
3.
《Educational Philosophy and Theory》2013,45(10):1161-1174
In this global village, it is relevant to look at two educational visionaries from two continents, John Dewey and Rabindranath Tagore. Dewey observed that the modern individual was depersonalized by the industrial and commercial culture. He, thus, envisioned a new individual who would find fulfillment in maximum individuality within maximum community, which was embodied in his democratic concept and educational philosophy. Tagore's educational vision was based on India's traditional philosophy of harmony and fullness. It focused on self‐realization within the context of international education. This article compares the educational visions of Dewey and Tagore and demonstrates that Tagore's international educational perspective adds to Dewey's concepts of social individual and democracy and that their perspectives have implications for contemporary education. 相似文献
4.
In this essay, Emil Višňovský and Štefan Zolcer outline John Dewey's contribution to democratic theory as presented in his 1916 classic Democracy and Education. The authors begin with a review of the general context of Dewey's conception of democracy, and then focus on particular democratic ideas and concepts as presented in Democracy and Education. This analysis emphasizes not so much the technical elaboration of these ideas and concepts as their philosophical framework and the meanings of democracy for education and education for democracy elaborated by Dewey. Apart from other aspects of Deweyan educational democracy, Višňovský and Zolcer focus on participation as one of its key characteristics, ultimately claiming that the notion of educational democracy Dewey developed in this work is participatory. 相似文献
5.
Selçuk Uygun 《Asia-Pacific Journal of Teacher Education》2008,36(4):291-307
This study discusses the impact of John Dewey (1859–1952) on Turkey's teacher education system. In so doing, it heavily relies on the commissioned report “The Report and Recommendation on Turkish Education” prepared by Dewey in 1924. This paper documents Dewey's ideas about teacher education in Turkey and analyses their take up in practice. Based on the research findings, it could be argued that Dewey had a considerable impact on the transformation of teacher education system in Turkey. His most visible impact was best observed in the policies and practices in the training of village teachers. The Village Institutes Project, launched in the early 1940s to introduce a model specific to Turkey, was extensively based on Dewey's recommendations. In the Republican Era, Dewey's ideas and thoughts on education have been eagerly observed and implemented by Turkish authorities, who have openly recognised his competence and authority in the field of education. His impact on Turkish education system is still visible as the present policy makers make reference to his works. 相似文献
6.
Robbie McClintock 《Educational theory》2017,67(5):545-575
In this essay, Robbie McClintock argues that educational theorists have inflated John Dewey's deserved reputation beyond what the quality of his work can sustain. He briefly recounts how Dewey developed a program for reconstruction in philosophy, education, and social life with the aim of overcoming chronic dislocations in social life. McClintock sees two parts to Dewey's reconstruction: a negative program, in which Dewey rejects the metaphysical heritage that had induced these social dislocations; and a positive program, in which he advances scientifically grounded instrumentalities for a more humane conduct of life. McClintock hypothesizes that Dewey's negative reconstruction, based on facile historical reasoning, dismissed historical resources that could have strengthened his positive program to develop a naturalistic humanism, one more instrumental in the art of living. To explain his hypothesis, McClintock selectively shows how, in numerous works, Dewey rejected prior thinking unnecessarily as a means to advance his ideas, focusing in particular on Dewey's dismissive assessment of Immanuel Kant's and G. W. F. Hegel's work. McClintock criticizes Dewey's historical views to encourage present‐day educational thinkers to avoid emulating them and to make full, creative use of the philosophical tradition instead. He closes the essay by suggesting how historical reason can anticipate future possibilities and thus inform present action, and by calling on all to use it in humanizing the lifeworld we share. 相似文献
7.
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
8.
《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
9.
Kurt Stemhagen David Waddington 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):469-489
This article provides a reconsideration of the intellectual altercation between John Dewey and Lewis Mumford in the 1920s, and a sketch of some educational implications that follow this reconsideration. Although past scholarship has tended to focus on ways in which the altercation obscured similarities in their thought, we consider whether important differences were also obscured, particularly regarding their outlook on science and technology, their potential place in society, and their ideas about the best means to positive social change. We also consider how these differences might play out in philosophy of education/educational practice, concluding that Mumford's commitment to regionalism can augment Dewey's philosophical vision while also helping deal with pressing contemporary social and educational needs. 相似文献
10.
Despite the current policy prominence of physical education, there is still unease about the subject's educational contribution. In this respect, we are surprised by how seldom John Dewey's writings inform contemporary reviews of aims and values. We outline how his writings on connecting the child and the curriculum and schools with society are relevant to deliberations on how students could derive enhanced meaning from physical education. We address criticisms by Richard Peters of Dewey and discuss related issues on: interest and engagement, problem solving and criteria for personal growth. We discuss how the thinking of Dewey and Valerie Tiberius might inform the development of physical education curricular that are more deeply connected with the lives of students and which promote well-being. In particular, we argue there is a need for future curriculum to be designed in ways that invite students to cultivate informed and stable physical activity habits and values. 相似文献
11.
Stefan Thomas Hopmann 《课程研究杂志》2013,45(1):7-11
This is the first of four commentaries discussing John Dewey's short essay, ‘Education as engineering’. The essay provides a fascinating model of how the example of engineering could guide the interaction between educational research and practice. It has much in common with Herbart's ideas on how ‘pedagogical tact’ bridges the gap between theory and practice. Re‐introducing both Dewey and Herbart's ideas could help to overcome the current naivity of ‘evidence‐based’ school improvement. 相似文献
12.
Deron Boyles 《Educational theory》2012,62(2):143-161
In the early 1970s, Thomas Colwell argued for an “ecological basis [for] human community.” He suggested that “naturalistic transactionalism” was being put forward by some ecologists and some philosophers of education, but independently of each other. He suspected that ecologists were working on their own versions of naturalistic transactionalism independently of John Dewey. In this essay, Deron Boyles examines Colwell's central claim as well as his lament as a starting point for a larger inquiry into Dewey's thought. Boyles explores the following questions: First, was and is there a dearth of literature regarding Dewey as an ecological philosopher? Second, if a literature exists, what does it say? Should Dewey be seen as biocentric, anthropocentric, or something else entirely? Finally, of what importance are the terms and concepts in understanding and, as a result, determining Dewey's ecological thought in relation to education? 相似文献
13.
本文以杜威创办的芝加哥实验学校中的手工训练课程为讨论对象，集中解析其中蕴含的教育原理与文明关怀。由于过分突出语言学习课程，美国镀金时代的基础教育丧失了根本的生命力和行动力。杜威以手工训练取代语言学习，开启了进步主义教育改革。从心理学层面看，手工训练解放了儿童的自然力量，让儿童恢复积极的行动力。从社会学层面看，手工训练实现了“去社会的社会化”，让个体沿着特定的社会方向成长。而在更普遍的意义上，手工训练充当了个体与文明之间的教育中介，为整全人格的塑造和现代公民教育奠定了坚实基础。对于手工训练的解读，有助于我们更加深入地理解杜威的教育思想与现实关怀，同时反思中国当前的教育状况与课程改革。 相似文献
14.
Gert Biesta 《课程研究杂志》2013,45(1):13-16
This is the second of four essays discussing John Dewey's short essay, ‘Education as engineering’. Dewey's views are remarkably timely against the background of recent discussions about the role of evidence in educational practice and a call for research that tells us ‘what works’. Dewey's view is nuanced and helps one to see what one should and should not expect from an engineering approach to education. However, Dewey pays little attention to the role of normative judgement in engineering and does not address the question of whether engineering in education might be fundamentally different from engineering in other domains. This paper provides some suggestions for how one may want to articulate this difference and argues that it is important to bear in mind that there are differences between the building of bridges and the ‘building’ of human beings. 相似文献
15.
《Educational Philosophy and Theory》2013,45(2):112-129
Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his philosophy during a seventeen‐year period, we can help illuminate the force of his theory while protecting against unfortunate misinterpretations. 相似文献
16.
David I. Waddington 《Educational theory》2010,60(5):621-638
In this essay, David Waddington provides a basic outline of John Dewey's often‐overlooked views on technology education and explores how these ideas could be updated productively for use in contemporary contexts. Some of the shortcomings of Dewey's ideas are also examined—his faith in the scientific method may have been excessive, and some critics have charged that his aspirations for a technology‐infused citizenship education were overly ambitious. However, Waddington contends in this analysis that by combining Dewey's ideas with the insights of contemporary thinkers such as Bruno Latour, it is possible to update the notion of technological transparency to create a fresh approach to science and technology education. This new approach, which Waddington calls “critical transparency,” aims to help citizens develop a healthy skepticism toward science and technology. 相似文献
17.
JOHN DEWEY ON LISTENING AND FRIENDSHIP IN SCHOOL AND SOCIETY 总被引：1，自引：0，他引：1
Leonard J. Waks 《Educational theory》2011,61(2):191-205
In this essay, Leonard Waks examines John Dewey's account of listening, drawing on Dewey's writings to establish a direct connection in his work between listening and democracy. Waks devotes the first part of the essay to explaining Dewey's distinction between one‐way or straight‐line listening and transactional listening‐in‐conversation, and to demonstrating the close connection between transactional listening and what Dewey called “cooperative friendship.” In the second part of the essay, Waks establishes the further link between Dewey's notions of cooperative friendship and democratic society with particular reference to machine‐age technologies of mass communication. He maintains that while these technologies provide the means for extending communications throughout modern industrial nations, they simultaneously undermine the conditions fostering face‐to‐face listening‐in‐conversation. It remains an open question, Waks concludes, whether new educational arrangements incorporating interactive digital communication technologies will embody and promote transactional listening‐in‐conversation and revitalized democratic community. 相似文献
18.
David E. Meens 《Educational theory》2016,66(1-2):211-226
In this essay, David Meens examines the viability of John Dewey's democratic educational project, as presented in Democracy and Education, under present economic and political conditions. He begins by considering Democracy and Education's central themes in historical context, arguing that Dewey's proposal for democratic education grew out of his recognition of a conflict between how political institutions had traditionally been understood and organized on the one hand, and, on the other, emerging requirements for personal and social development in the increasingly interconnected world of the early twentieth century. Meens next considers Dewey's ideas in our contemporary context, which is dominated by a neoliberal ideology that extends the economic logic of Smithian efficiency to all domains of modern social and political life. He argues that the prevalence of neoliberalism poses two challenges to Deweyan democratic education: first, Dewey's emphasis on general education and a resistance to specialization is economically inefficient; and second, Dewey's strong, democratic conception of the “the public” is anathema to the neoliberal vision of the public as a conglomeration of individual agents. These challenges, he concludes, significantly stack the deck against Deweyan education by ensuring that the latter will be neither economically practicable nor widely understood. 相似文献
19.
Dewey and Video Games: From Education through Occupations to Education through Simulations 
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下载免费PDF全文 David I. Waddington 《Educational theory》2015,65(1):1-20
Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do simulation games realize most of the original goals of education through occupations, but they also solve some of the serious practical problems that Dewey's curriculum generated. Waddington concludes the essay with an analysis of Waks's critiques and some cautionary notes about why it is important to be temperate in our endorsement of educational video gaming. 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