Struggle for the Soul of John Dewey: Religion and Progressive Education

Autor/in	Stallones, Jared
Titel	Struggle for the Soul of John Dewey: Religion and Progressive Education
Quelle	In: American Educational History Journal, 33 (2006) 1, S.19-28 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Educational Theories; Educational Change; Social Development; Moral Values; Values Education; Social Values; Personal Narratives; Progressive Education; Religion; Religious Factors; Educational History; World Views; Philosophy; Social Environment + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Soziale Entwicklung; Moral value; Ethischer Wert; Werterziehung; Sozialer Wert; Erlebniserzählung; Reformpädagogik; Progressive Erziehung; History of education; Bildungsgeschichte; World view; Weltanschauung; Philosophie; Soziales Umfeld
Abstract	Religious sentiment served as one of the driving forces behind the progressive movement in education. Indeed, many progressives pursued their theories and reform agendas as a missionary endeavor. Perhaps the primary task in life is growing up, or, put another way, to create a consistent personal narrative to explain people's selves to themselves. One of the most sensitive stages of this process involves harmonizing their early beliefs and worldviews with those they adopt later in life. Progressive educators seem to have followed different paths to the creation of a satisfying personal narrative. Some, like Jerry Voorhis and Frederick L. Redefer, integrated their religious sentiments into their educational theory and practice. Others, like Paul Hanna and William Heard Kilpatrick, divorced their religious lives from their educational pursuits, either by living fragmented lives, or by leaving religious practice behind altogether. Still others, John Dewey, for example, made peace with their religious sentiments by reinterpreting and reformulating religious sentiments into nonreligious forms. These processes are important for individuals to understand because they never truly outgrow their childhoods, and the religious upbringing of progressive educators often revealed itself in their educational theories and practices. For John Dewey, the process consumed the first third of his life. In this essay, the author traces how Dewey developed his conceptions of the social and moral aspects of education. Dewey's application of the notion of human development in social context to the educative process was a hallmark of progressive education. (ERIC).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/products/journals/aehj/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10