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Democratic Education (democratic + education)

Distribution by Scientific Domains
Education100%

Selected Abstracts

RECONSTRUCTING DEWEYAN DEMOCRATIC EDUCATION FOR A GLOBALIZING WORLD

EDUCATIONAL THEORY, Issue 4 2009
Jessica Ching-Sze Wang
As democratic citizenship education gains importance worldwide, one wonders whether common civic education practices in the United States, such as mock elections, are adequate models for other countries, or whether they fall short of realizing the goal of promoting democracy in different regions and cultures. Despite various controversies, one fundamental question remains: How should we teach democracy? Should we teach it as a system of government or as a way of life? Jessica Ching-Sze Wang finds inspiration in Dewey's life and works. She draws on Dewey's experience during the First World War and his insights into the connection between democracy and education to reconstruct a culturally and morally robust form of democratic education, as opposed to the politically dominated one currently being practiced. Wang concludes that Deweyan democratic education thus reconstructed can help us better realize democracy as a way of life for our globalizing world. [source]

Translating the Ideal of Deliberative Democracy into Democratic Education: Pure Utopia?

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 3 2010
David Lefrançois
Abstract Is the idea that the self-determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of political and educative ideas, in response we can ask ourselves if the gap between the ideal and the reality is effectively insuperable and must be considered an incontestable fact. The double objective of this article is to determine explicitly the meaning and extent of this gap in the context of democracy and of education and to demonstrate that this gap is neither static nor permanent, but is susceptible to being narrowed, from generation to generation. [source]

Citizenship Under Fire: Democratic Education in Times of Conflict by Sigal Ben-Porath.

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2007
Article first published online: 10 APR 200
[source]

Translating the Ideal of Deliberative Democracy into Democratic Education: Pure Utopia?

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 3 2010
David Lefrançois
Abstract Is the idea that the self-determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of political and educative ideas, in response we can ask ourselves if the gap between the ideal and the reality is effectively insuperable and must be considered an incontestable fact. The double objective of this article is to determine explicitly the meaning and extent of this gap in the context of democracy and of education and to demonstrate that this gap is neither static nor permanent, but is susceptible to being narrowed, from generation to generation. [source]

RECONSTRUCTING DEWEYAN DEMOCRATIC EDUCATION FOR A GLOBALIZING WORLD

EDUCATIONAL THEORY, Issue 4 2009
Jessica Ching-Sze Wang
As democratic citizenship education gains importance worldwide, one wonders whether common civic education practices in the United States, such as mock elections, are adequate models for other countries, or whether they fall short of realizing the goal of promoting democracy in different regions and cultures. Despite various controversies, one fundamental question remains: How should we teach democracy? Should we teach it as a system of government or as a way of life? Jessica Ching-Sze Wang finds inspiration in Dewey's life and works. She draws on Dewey's experience during the First World War and his insights into the connection between democracy and education to reconstruct a culturally and morally robust form of democratic education, as opposed to the politically dominated one currently being practiced. Wang concludes that Deweyan democratic education thus reconstructed can help us better realize democracy as a way of life for our globalizing world. [source]