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1.
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
2.
Dewey as Virtue Epistemologist: Open‐Mindedness and the Training of Thought in Democracy and Education 
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下载免费PDF全文 BEN KOTZEE 《Journal of Philosophy of Education》2018,52(2):359-373
In epistemology today, the intellectual virtues are receiving renewed attention. Contemporary normative virtue epistemology suggests that a key task of philosophy is not only to study the nature of knowledge and thought, but to promote good thinking. While not regarded as a standard thinker in the tradition of virtue epistemology, Dewey thought like this too. In fact, study of the virtues that make for good thinking plays a key role in Dewey's educational thought, most notably in Democracy and Education. In this paper, I reconstruct Dewey's work on ‘the training of thought’ in Democracy and Education as a form of virtue epistemology. I give particular attention to Dewey's thinking about the virtue of ‘open‐mindedness’ and highlight the touchpoints and differences between Dewey's conception of open‐mindedness and contemporary accounts. 相似文献
3.
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
4.
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
5.
Jim Garrison 《课程研究杂志》2013,45(1):17-20
This is the third of four essays discussing John Dewey's short essay, ‘Education as engineering’, placing the essay into its historical context while also hinting at contemporary connections. This essay aims to show that one must not take the term ‘engineering’ in a narrow, technical sense. Dewey was concerned with how the beliefs and values of unreflective, customary thinking about education not only controls and limits and serious educational reform, but also the patterns of educational research carryied out. Because all inquiry is theory and value‐laden, ‘objectivity’ in educational research depends on acknowledging the beliefs and values that are assumed in inquiry. 相似文献
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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
8.
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
9.
RUTH HEILBRONN 《Journal of Philosophy of Education》2017,51(1):89-101
Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the current context in recent policy implementation in England and discusses how it raises ethical dilemmas which profoundly affect what it means to be a teacher. This is then illustrated through a vignette, a narrative of a newly qualified teacher living a dilemma raised by the policy. Consequences for the development of democratic education and education for democracy emerge from considering Dewey's views on experience and culture in relation to the teacher's dilemma. The conclusion suggests some ways forward in the face of the difficulties raised by the Prevent strategy reporting requirement. 相似文献
10.
《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
11.
《Journal of moral education》2012,41(3):163-173
Abstract While Neo‐nazism is, in fact, only found in a small number of West German youths, and certain politicians would seem to prefer stepping ‘out of the shadow of the Third Reich’, it is argued that the question of how young Germans could or should relate to the Third Reich morally has in fact not been answered in any sufficient way. The author critically examines various approaches to the issue ‐‐ from Adorno's classical statement on ‘Education after Auschwitz’ to the more recent attempts of using Auschwitz as a metaphor. Furthermore, it is suggested that the problem of ‘Forgetting about Auschwitz’ should also be understood in terms of the intergenerational processes involved. This in turn presupposes testing legal and moral concepts for their adequacy to the task of moral education. Finally, the issue of national identity is considered as the framework within which the educational problems have to be addressed. 相似文献
12.
BIANCA THOILLIEZ 《Journal of Philosophy of Education》2019,53(4):759-772
This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational philosophical perspective, the article explores the pedagogical possibilities that arise from broadening the communitarian dimension of education found in Dewey's philosophy of education with the studies by Honneth on the ethics of recognition. In the line of Colin Koopman's definition of transitionalism as a ‘philosophical temperament’, Honneth's ethics of recognition ‘transitions’ the Deweyian tradition towards a more contemporary disposition to think through the ethical dimension of education. The article intends to make use of a fruitful dialogue between classic pragmatism and critical theory to address some challenges of contemporary school life. 相似文献
13.
RUPERT HIGHAM 《Journal of Philosophy of Education》2018,52(2):345-358
Dewey's pragmatism rejected ‘truth’ as indicative of an underlying reality, instead ascribing it to valuable connections between aims and ends. Surprisingly, his argument mirrors Bishop Berkeley's Idealism, summarised as ‘esse est percepi’ (to be is to be perceived), whose thinking is shown to be highly pragmatist—but who retained a foundationalist ontology by naming God as the guarantor of all things. I argue that while this position is unsustainable, pragmatism could nonetheless be strengthened through an ontological foundation. Koopman's charges of foundationalist ‘givenism’ in Dewey's work, and in his promotion of the scientific method, are not proven. However, Koopman's ‘genealogical pragmatism’ may develop Deweyan educational theory by addressing dilemmas around curricular study. Koopman's arguments also point towards a missing ontological piece in Dewey's theory of knowledge. In the final section of the article I offer a dialogic ontology as compatible with pragmatism. This dialogical ontology provides both an ethical foundation through interrelatedness, and a generative theory of meaning and experience, as emergent from the encounter with difference. In this framework, to be is to respond—or be responded to. I offer the metaphor of ‘realisation’ to capture the human experience implied by this ontological stance. 相似文献
14.
《Educational Philosophy and Theory》2013,45(2):239-246
Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre‐conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions. 相似文献
15.
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
16.
Francis Schrag 《课程研究杂志》2013,45(1):21-23
This is the last of four essays discussing John Dewey's essay, ‘Education as engineering’. It assumes that educational engineers have failed to achieve the progressive success of bridge builders, and sketches five plausible explanations for this failure. At the end, it is suggested that the assumption is itself questionable. 相似文献
17.
Maura Striano 《Educational theory》2016,66(1-2):21-37
After its publication in 1916, Democracy and Education opened up a global debate about educational thought that is still ongoing. Various translations of Dewey's work, appearing at different times, have aided in introducing his ideas within different conversations and across different cultures. The introduction of Dewey's masterwork through academic, institutional, or political avenues has influenced its reception within contemporary educational scenarios; these avenues need to be taken into account when analyzing the book's reception as well as its impact on the reconstruction of educational discourse. 相似文献
18.
Kazuyo Nakamura 《Educational theory》2009,59(4):427-440
On the occasion of Dewey's sesquicentennial anniversary, Kazuyo Nakamura explores Dewey's aesthetics, which holds the plurality of art and culture in high regard. Nakamura develops a theoretical foundation for art education in the present age of globalization based on educational insights drawn from Dewey's aesthetics. The theme of this essay unfolds based on three topics: Dewey's view of the educational value of art in general education, the fundamental viewpoint of art in relation to democracy, and the discussion of the educational aspect of individuality and community with respect to the experience of art. Based on Dewey's aesthetics, this essay presents new perspectives on art education that emphasize the realization of personal values, development of intelligent visual literacy, and enhancement of the quality of communication of art, in the context of globalization. 相似文献
19.
GEOFFREY HINCHLIFFE 《Journal of Philosophy of Education》2011,45(3):417-431
This article analyses the nature of an educational experience by taking as its starting point Dewey's Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey calls an ‘undergoing’, an engagement with content which may be difficult or painful. It is suggested that this kind of experience may be seen in terms of a ‘light’ pedagogy in which content is allowed to unfold. This is contrasted with educational experiences that are ‘teacher‐driven’ or ‘learner‐driven’. 相似文献