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John Dewey (john + dewey)
Selected AbstractsMIND IS PRIMARILY A VERB: AN EXAMINATION OF MISTAKEN SIMILARITIES BETWEEN JOHN DEWEY AND HERBERT SPENCEREDUCATIONAL THEORY, Issue 3 2008Robin L. ZebrowskiArticle first published online: 20 AUG 200 However, one must look beyond the surface similarities of Dewey and Spencer and recognize the drastically divergent views that each held on those very foundational notions upon which each built his educational program. In this essay, Robin Zebrowksi examines the theories of evolution, the directionality of organism and environment interaction, the agency of the individual, and the conceptualizations of progress in the respective works of Dewey and Spencer. Their underlying beliefs about the world and how it operates show that their philosophies cannot be reconciled. The educational theories that follow from these discrepancies, Zebrowski concludes, have incompatible and distinct implications for the classroom. [source] Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory SchoolCURRICULUM INQUIRY, Issue 3 2009THOMAS FALLACE ABSTRACT Despite the vast literature on Dewey and his laboratory school, most scholars have failed to contextualize Dewey's pedagogical ideas in the intellectual currents of the period, particularly the historicist concept of social development known as recapitulation and/or correspondence theory. In this article, the author explores how and why history was taught at Dewey's laboratory school at the University of Chicago (1896,1904). To do so, the author traces how Dewey's approach to teaching history not only emerged out of pedagogical disputes, but also out of 19th -century historicist theories of evolutionary anthropology and genetic psychology. From this context, the author argues that Dewey's history curriculum was based entirely upon his own interpretation of the anthropological-sociological-psychological theory of recapitulation, which suggested that the stages of child development corresponded with the development of Western civilization. Drawing on Dewey's professional correspondence, course syllabi, and book reviews in addition to his published essays, the author suggests that this ethnocentric theory of recapitulation served as the foundation for the entire curriculum at the laboratory school, guiding both theory and practice. [source] The Role of Interest in Fostering Sixth Grade Students' Identities As Competent LearnersCURRICULUM INQUIRY, Issue 1 2000Jean C. Mcphail The combined works of John Dewey and Jerome Bruner provide a framework spanning a century of educational thought which can inform curriculum decisions concerning students' educational development, especially for middle school students whose waning of motivation toward school has been well documented by researchers and has long concerned parents and teachers. This framework, combined with recent contributions of motivation and interest researchers, can create broad understandings of how to collaboratively construct effective educational contexts. As early as 1913, Dewey specifically looked at the pivotal role of students' genuine interests in Interest and Effort in Education. Our current research focus on how students' interest can inform curricular contexts marks the recent shift showing an increased use of interest in education research since 1990. In this article, we discuss our study of a team-taught double classroom of sixth grade students whose interests were determined through a series of brainstorming sessions, and individual and focus group interviews. Students' interests fell into six categories centering around subject areas such as Drama, Science, and Animal Studies. Learning contexts were constructed around four of these subject areas. Students participated in their first or second choice of subject area group. We found significantly higher scores on measures of Affect and Activation if students participated in their first choice group. We found intra-group unities of preferred and dispreferred ways of learning which distinguished each group from the class as a whole. Finally, our findings indicated that students reliably described their genuine interests over time. Students' interests were found to be effective tools for informing curriculum decisions in the creation of sixth grade learning contexts. [source] Biopolitical Utopianism in Educational TheoryEDUCATIONAL PHILOSOPHY AND THEORY, Issue 7 2007Tyson Lewis Abstract In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. [source] GOVERNMENT INTERVENTION IN CHILD REARING: GOVERNING INFANCYEDUCATIONAL THEORY, Issue 3 2010Robert A. Davis In this essay, Robert Davis argues that much of the moral anxiety currently surrounding children in Europe and North America emerges at ages and stages curiously familiar from traditional Western constructions of childhood. The symbolism of infancy has proven enduringly effective over the last two centuries in associating the earliest years of children's lives with a peculiar prestige and aura. Infancy is then vouchsafed within this symbolism as a state in which all of society's hopes and ideals for the young might somehow be enthusiastically invested, regardless of the complications that can be anticipated in the later, more ambivalent years of childhood and adolescence. According to Davis, the understanding of the concept of infancy associated with the rise of popular education can trace its pedigree to a genuine shift in sensibility that occurred in the middle of the eighteenth century. After exploring the essentially Romantic positions of Johann Heinrich Pestalozzi and Friedrich Fröbel and their relevance to the pattern of reform of early childhood education in the United Kingdom and the United States, Davis also assesses the influence of figures such as Stanley Hall and John Dewey in determining the rationale for modern early childhood education. A central contention of Davis's essay is that the assumptions evident in the theory and practice of Pestalozzi and his followers crystallize a series of tensions in the understanding of infancy and infant education that have haunted early childhood education from the origins of popular schooling in the late eighteenth century down to the policy dilemmas of the present day. [source] MANAGING EDUCATIONAL TRANSFORMATION IN THE GLOBALIZED WORLD: A DEWEYAN PERSPECTIVEEDUCATIONAL THEORY, Issue 4 2009Maura Striano In the globalization scenarios we currently face, educational systems are challenged by different and sometimes competing pressures and requests. These call for a deep transformation of the organization, role, and social function of educational systems. Within this context, the very concept of education has come to be understood in different ways, which sometimes distort its moral and social value. In this essay, Maura Striano contends that from a Deweyan perspective, educational transformation must be seen as strictly connected to social change, and education should be understood as a process that facilitates and supports social growth and development. In order to be effective and fruitful, Striano suggests, this transformation must occur from the inside of educational systems and can only be brought about by reflective and inquiry-based inner processes if it is to have a sound moral and social impact within the changing framework of the globalized world. That education shares in the confusion of transition, and in the demand for reorganization, is a source of encouragement and not of despair. It proves how integrally the school is bound up with the entire movement of modern life. ,John Dewey, The Educational Situation [source] DEWEYAN DEMOCRACY IN A GLOBALIZED WORLDEDUCATIONAL THEORY, Issue 4 2009Kathy Hytten Drawing primarily on the work of John Dewey, Kathy Hytten argues that rethinking democracy can help us to respond more productively to the challenges of globalization. Dewey maintained that democracy is much more than a political system; instead it is a personal way of life, a mode of associated living, and a moral ideal. Yet this is not the vision of democracy prevalent today, especially within the rhetoric of globalization. Hytten begins by describing some of the challenges of globalization. She then shows how Dewey faced similar challenges, discussing why Dewey's ideas are still relevant. Hytten goes on to trace how Dewey's conception of democracy can help us to think differently about these challenges. She concludes by arguing that Dewey offers us some valuable democratic habits, dispositions, and visions that remain important resources in building a pluralistic, socially just, inclusive, and enriching community within our globalized world. [source] DEWEYAN DARWINISM FOR THE TWENTY-FIRST CENTURY: TOWARD AN EDUCATIONAL METHOD FOR CRITICAL DEMOCRATIC ENGAGEMENT IN THE ERA OF THE INSTITUTE OF EDUCATION SCIENCESEDUCATIONAL THEORY, Issue 3 2008Deborah Seltzer-Kelly Early in the twentieth century, John Dewey also advocated for a vision of education guided by science, and more recent scholarship has validated many of his ideas. However, as Deborah Seltzer-Kelly argues in this essay, Dewey's vision of a scientifically based system of education was very different from that envisioned by the IES, and also very different from that implied by the progenitor of contemporary evolutionary thought, Donald Campbell. Seltzer-Kelly proposes a Deweyan Darwinist model of educational method as a genuinely scientific alternative to the scientism that pervades current official efforts to imbue education with science. The implications of this model are profound, highlighting the difference between education as preparation for consent to authoritarian structures and education as preparation for genuinely democratic participation. [source] JOHN DEWEY'S CONTRIBUTIONS TO AN EDUCATIONAL PHILOSOPHY OF INTELLECTUAL DISABILITYEDUCATIONAL THEORY, Issue 1 2008Scot Danforth In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has."1 [source] Training aesthetic perception: John Dewey on the educational role of art museumsEDUCATIONAL THEORY, Issue 4 2004Tracie E. Costantino In this article I examine Dewey's ambivalent attitude toward art museums , criticizing their existence as repositories for the rich, while exploring their educational potential , by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with Albert Barnes and the Barnes Foundation. Specifically, I discuss how these men influenced each other and consider possible reasons for Dewey's involvement with a "capitalist collector" such as Barnes. This examination is placed within the broader context of Dewey's philosophy of art as experience. An analysis of these issues is especially relevant at the present time, given that museums are increasingly involved in K-12 education through outreach and professional development programs, in addition to school tours. [source] Conceptualizing Teaching as Science: John Dewey in Dialogue with the National Research CouncilEDUCATIONAL THEORY, Issue 1 2004Greg Seals John Dewey and the National Research Council (NRC) both discuss the problem of translating scientific research into contexts of schooling, but differ about the proper solution to the problem. The NRC would solve it by empirical investigation. Dewey finds value in that approach, but also wants educational theorists to construct general heuristics to guide scientists in creating research agendas of intrinsic interest to education practitioners. Dewey's plan faces an apparently insurmountable difficulty. General heuristics of the sort Dewey needs are not widely recognized to exist. In light of the presumed fact of education's inability to articulate a general framework to guide teaching practice, the NRC plan becomes preferred by default. I propose that Experience and Education provides a frame of reference from which pedagogical practice appears as a field of scientific endeavor in its own right. Conceptualizing teaching as a science suggests ways to rework the NRC plan. [source] Notes for a Cultural History of Family Therapy,FAMILY PROCESS, Issue 1 2002C. Christian Beels M.D. The official history of family therapy describes its beginnings as a daring technical and philosophical departure from traditional individual treatment in the 1960s, inspired especially by the "system thinking" of Gregory Bateson. This celebrated origin story needs to be supplemented with a longer and larger history of both practice and thought about the family, and that is the subject of this article. The longer history goes back to the founding of social work by Mary Richmond, of pragmatism by William James, and of the organic view of social systems intervention by John Dewey. Seen against this background, family therapy is, among other things, a consequence of the development of persistent elements of American professional culture, experience, and philosophy. The taking of this historical-anthropological view discloses also the origins of two other histories that have made their contribution to the development of family therapy: a science of observing communication processes that starts with Edward Sapir and leads to contemporary conversation analysis, and a history of mesmerism in the United States that culminates in Milton Erickson and his followers. [source] John Dewey in China: To Teach and to Learn by Jessica Ching-Sze WangHISTORY OF EDUCATION QUARTERLY, Issue 2 2009GAEL GRAHAM No abstract is available for this article. [source] Reconfiguring Gender with John Dewey: Habit, Bodies, and Cultural ChangeHYPATIA, Issue 1 2000SHANNON SULLIVAN This paper demonstrates how John Dewey's notion of habit can help us understand gender as a constitutive structure of bodily existence. Bringing Dewey's pragmatism in conjunction with Judith Butler's concept of performativity, 1 provide an account of how rigid binary configurations of gender might be transformed at the level of both individual habit and cultural construct. [source] Aligning Deweyan Pragmatism and Emersonian Perfectionism: Re-imagining Growth and Educating Grown-UpsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3 2007VINCENT COLAPIETRO This essay examines in detail the triangulated conversation Naoko Saito constructs, in The Gleam of Light, among the voices of R. W. Emerson, John Dewey and Stanley Cavell. The pivot around which everything turns is the Emersonian ideal of moral perfectionism and, in particular, the implications of this ideal for the philosophy of education. As explicated by Cavell, this ideal concerns ,the dimension of moral thought directed less to restraining the bad than to releasing the good'. For the conscientious person, it is, at once, unavoidable and unattainable. In constructing a conversation among these and other authors, Saito establishes herself as an arresting voice by her thoughtful contributions to many contemporary controversies bearing upon our educational practices, not least of all ones about curricular reform as well as personal transformation. [source] John Dewey and the savage mind: Uniting anthropological, psychological, and pedagogical thought, 1894,1902JOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 4 2008Thomas D. Fallace In 1902 influential American philosopher John Dewey wrote a short essay on anthropolo-gists'view of the savage mind, arguing that it had had been unfairly dismissed as inchoate and incapable, when in fact the savage had much to teach scholars about the "present mind." The ideas presented in Dewey's essay were not only theoretical; they also served as the basis for his entire curriculum his famous laboratory school at the University of Chicago. Thus, the author argues that Dewey's pedagogical thought informed his anthropological thought, and vice versa. © 2008 Wiley Periodicals, Inc. [source] ETHICS AND OBSERVATION: DEWEY, THOREAU, AND HARMANMETAPHILOSOPHY, Issue 5 2007ANDREW WARD Abstract: In 1929, John Dewey said that "the problem of restoring integration and cooperation between man's beliefs about the world in which he lives and his beliefs about the values and purposes that should direct his conduct is the deepest problem of human life." Using this as its theme, this article begins with an examination of Gilbert Harman's reasons for denying the existence of moral facts. It then presents an alternative account of the relationship between science and ethics, making use of the writings of Dewey and Henry David Thoreau. For both Dewey and Thoreau, the dichotomy between a scientific approach to the world and an ethical approach to the world is a false one. The article explores the reasons for believing that the dichotomy is a false one, agreeing with Thoreau that there "is no exclusively moral law,there is no exclusively physical law." [source] Professional knowledge and the epistemology of reflective practiceNURSING PHILOSOPHY, Issue 1 2010Elizabeth Anne Kinsella PhD Abstract Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner, and Educating the Reflective Practitioner, and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. [source] Bridging Scholarship in Management: Epistemological ReflectionsBRITISH JOURNAL OF MANAGEMENT, Issue 3 2003John D. Aram If the relevance gap in management research is to be narrowed, management scholars must identify and adopt processes of inquiry that simultaneously achieve high rigour and high relevance. Research approaches that strive for relevance emphasize the particular at the expense of the general and approaches that strive for rigour emphasize the general over the particular. Inquiry that attains both rigour and relevance can be found in approaches to knowledge that involve a reasoned relationship between the particular and the general. Prominent among these are the works of Ikujiro Nonaka and John Dewey. Their epistemological foundations indicate the potential for a philosophy of science and a process of inquiry that crosses epistemological lines by synthesizing the particular and the general and by utilizing experience and theory, the implicit and the explicit, and induction and deduction. These epistemologies point to characteristics of a bridging scholarship that is problem-initiated and rests on expanded standards of validity. The present epistemological reflections are in search of new communities of knowing toward the production of relevant and rigorous management knowledge. [source] John Dewey's "Wholly Original Philosophy" and Its Significance for MuseumsCURATOR THE MUSEUM JOURNAL, Issue 2 2006George E. Hein He attempted to construct a philosophical system that incorporated life as it is lived, not in some ideal form. He rejected all dualisms, such as those between thought and action, fine and applied arts, or stimulus and response. An analysis of "experience" (defined as almost synonymous with "culture") is central to Dewey's writing and leads him to emphasize process, continuity, and development, rather than static, absolute concepts. This paper examines the significance of Dewey's educational views for museum exhibitions and education programs, and his complex definitions of relevant concepts, with special emphasis on his interpretation of "experience." Dewey's faith in democracy and his moral philosophy require that the value of any educational activity depends on its social consequences as well as its intellectual content, a proposition that is discussed and applied to museums. This argument suggests that exhibitions and programs can strengthen democracy by promoting skills that improve visitors' ability to become critical thinkers and by directly addressing controversial issues, taking the side of social justice and democracy. [source] The Relevance of Ontological Commitments in Social Sciences: Realist and Pragmatist ViewpointsJOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 3 2004OSMO KIVINEN The article discusses the relevance of ontology, the metaphysical study of being, in social sciences through a comparison of three distinct outlooks: Roy Bhaskar's version of critical realism, a pragmatic realist approach the most renowned representatives of which are Rom Harré and Hilary Putnam, and the authors' own synthesis of the pragmatist John Dewey's and the neopragmatist Richard Rorty's ideas, here called methodological relationalism. The Bhaskarian critical realism is committed to the heavy ontological furniture of metaphysical transcendentalism, resting on essentialist presumptions of causality and social structures, tacitly creating a dualism between individuals and society. Pragmatic realists, for their part, carry much lighter metaphysical baggage than critical realists and, much in a pragmatist vein, accept the idea that social scientists should study society by studying social life,the interwoven activities of individuals. Nevertheless, pragmatic realists only reluctantly, if at all, renounce the subject,object dualism and its ontological implications. Drawing on the ideas of Donald Davidson and Richard Rorty, the writers outline their own antirepresentationalist, antiessentialist approach to social sciences. The proposed methodological relationalism is a pragmatist approach of Deweyan origin. Based on a Darwinian understanding of human beings as organisms trying to cope with their environment, it emphasises the insight that one can neither step outside one's own action, nor withdraw from the actor's point of view, just as one cannot cognitively step outside language. [source] | |||||||||||||||||||