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1.
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   

2.
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.
This article applies criteria for validity in interpretation to Eric Donald Hirsch, Jr.'s interpretations of John Dewey. Specifically, three criteria that Hirsch, himself, established in his earlier work are used to evaluate Hirsch's interpretation of John Dewey as a member of a class (romantics) who embraced a naive naturalism (trait) more often than not (instances within a class) to the great detriment of other salient aspects of education. Hirsch calls his K–8 Core Knowledge sequence revolutionary. His revolution's justification rests, in part, on his rejection of an educational tradition that he attributes to John Dewey and his disciples. Hirsch uses his interpretation of Dewey to portray those who continue to take Dewey's ideas seriously as naive, dogmatic obstructionists who are blocking positive educational reform. Because Hirsch falls short of his own standards for validity in his interpretation of John Dewey, this article suggests that professors of education who continue to rework Dewey's ideas may be sources of potential insight in addressing educational challenges rather than intransigent obstructionists.  相似文献   

4.
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   

5.
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   

6.
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   

7.
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   

8.
A century on from the height of John Dewey’s educational writings and the reputation of the Gary Schools Plan as a model of progressive education, the paper reappraises two key matters: the relationship between John Dewey and William Wirt, the first superintendent of the Gary Schools in Gary Indiana, and the coherence between John Dewey’s progressive pedagogies and the early years of the Gary Schools Plan. Through drawing on a range of primary and secondary sources of information, the paper analyses the connections between John Dewey, William Wirt and the Gary Schools Plan in their shared quest to extend progressive education into new urban and industrial schooling contexts. The paper highlights areas where existing assumptions require review and the extent to which the relationship and connections between Dewey and Wirt’s work were mutually beneficial. The paper ends by calling for further related research based on the archival material available.  相似文献   

9.
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   

10.
Visual images played an increasing role in professional discourse and in popular and political debate about progressive education over a century or more. In the early 1900s photography was adopted by some progressive texts to convey new ideas illustrated by practice. This paper highlights an iconic example: John and Evelyn Dewey’s celebrated Schools of To-Morrow (1915), with reference to a small selection of its photographic illustrations. Consideration is given to how images were constructed, their status as historical evidence and issues of interpretation. Comparison is made with other illustrated works, preceding and following Schools of To-Morrow, by advocates of child- or student-centred pedagogies. The article urges critical reflection on visual representation in arguments for and against progressivism in more recent times. Insights drawn from earlier examples should be borne in mind by historians seeking to evaluate the role of pictorial sources in discourses of pedagogical reform.  相似文献   

11.
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   

12.
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   

13.
Running in Circles: Chasing Dewey   总被引：1，自引：0，他引：1  
This paper explores the impact of John Dewey on the field of educational psychology. Dewey raised issues and ideas, such as the role of context and the reapproximation of knowledge, that would come to haunt education and psychology for the next century. And yet soon after the turn of the twentieth century, Dewey abandoned psychology and redefined his role in education. This paper traces some of the reasons behind the schism between Dewey and his ideas and the fields of education and psychology. The demand for a methodological purity, pushed by G.S. Hall and his students into the mainstream of both fields, elbowed Dewey's ideas out to the distant margins and Dewey himself out altogether. I argue that because the ideas and issues Dewey raised were never resolved, they keep reemerging in different theoretical forms. In the second part of this paper I examine four theoretical models that, in many ways, mirror Dewey's early ideas: Piagetianism/constructivism, sociocultural theory, cultural historical activity theory, and postmodernism.  相似文献   

14.
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   

15.
This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a major role as researchers and teachers’ immediate and practical problems would serve as the focus of research, knowledge and theory generation, thereby alleviating many of the causes of teacher alienation to research.  相似文献   

16.
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   

17.
杜威实用主义经验哲学继承了近代以来经验主义哲学传统,他对赫尔巴特的批判着重显示了经验主义认识论与德国古典哲学的冲突。另一方面,杜威经验主义拆解了卢梭思想的核心:主体价值。形成了从古典到近代的形而上学与近代到现代的经验主义哲学之间的深刻分野,展开了意义世界与工具理性之间的重大冲突。  相似文献   

18.
In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.  相似文献   

19.
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.
In 1894, when John Dewey came to Chicago, US educational leaders were reshaping the elementary school, high school, and college, institutions initially aimed at different social groups, into three 'levels' of a more integrated K-16 system. At the same time, Dewey's fellow reformers were furthering the 'new education' by advocating activity-based, cooperative subjects, including nature study and manual arts for the elementary school curriculum. In The School and Society (1899), Dewey addressed the two problems of how to integrate practical co-operative activities with academic subject matters and how to connect the subject matters and learning methods of the three educational 'levels' to provide continuity throughout the curriculum and between it and out-of-school experience. The School and Society, one of the best known of Dewey's early educational writings, argued that the success of 'new education' was 'inevitable', because it was 'part and parcel of the whole social evolution'. Dewey noted that the opportunities children previously possessed for practical learning in home and neighbourhood production had been eliminated once production moved to urban factories. The earlier common schools had merely added a layer of literacy and numeracy to the base of practical thinking abilities formed outside of school. Schools in the industrial city, however, simply had to provide these opportunities themselves. Dewey's conception of experience-based practical learning to form habits of inquiry and co-operation securing democratic life was a masterful synthesis of the 'new education', and The School and Society became an educational classic inspiring educators for a century. The Educational Situation (1902), by contrast, has received little attention. The tone is decidedly less upbeat. Far from proving 'inevitable', Dewey says, the 'new education' has come up against unanticipated obstacles because it is not an 'organic part' of the 'educational whole'. The institution, he says, remains structured by mechanical features of school organization and administration that determine educational experience 'even on its distinctively educational side'. The new education will fail unless educators can put in place a new organizational and administrative structure that both conforms with the external realities of industrial society and supports new experienced-based learning activities. The three chapters of The Educational Situation analyse the difficulties inherent in fundamental structural change, and propose structural reforms for the elementary school, high school, and college. In chapter 1, which originally appeared in 1901 as a separate essay and is reprinted here, Dewey carefully delineates the interplay between organizational and administrative structures and curriculum. His analysis of the problem of curriculum change anticipates the contemporary work of such scholars as John W. Meyer, Robert Dreeben, and 388 j. dewey Larry Cuban-and defines an issue which, arguably, has not been explored as systematically in the 100 years that have followed the publication of The Educational Situatio. Leonard J. Waks  相似文献   

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