John Dewey's "Democracy and Education": A Centennial Handbook

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Sonst. Personen	Waks, Leonard J. (Hrsg.); English, Andrea R. (Hrsg.)
Titel	John Dewey's "Democracy and Education": A Centennial Handbook
Quelle	(2017), (374 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1071-4030-1
Schlagwörter	Progressive Education; Educational Theories; Educational Philosophy; Democracy; Learning Theories; Role of Education; Active Learning; Play; Science Process Skills; Values; Employment; Leisure Time; Theory Practice Relationship; Individualism; Collectivism; Vocational Education; Epistemology; Constructivism (Learning); Caring; Ethics; Educational Technology + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Learning theory; Lerntheorie; Bildungsauftrag; Aktives Lernen; Spiel; Wertbegriff; Dienstverhältnis; Freizeit; Theorie-Praxis-Beziehung; Individualismus; Ausbildung; Berufsbildung; Erkenntnistheorie; Care; Pflege; Sorge; Betreuung; Ethik; Unterrichtsmedien
Abstract	John Dewey's "Democracy and Education" is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This "Handbook" is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Following an introduction by Leonard J. Waks, and Andrea R. English, Part I, Companion Chapters, features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Beginning with an Introduction to Part I by Leonard J. Waks, the chapters in Part I include: (1) Learning by doing and communicating (Leonard J. Waks); (2) Learning and its environments (Loren Goldman); (3) Giving form and structure to experience (A.G. Rud); (4) Growth, habits, and plasticity in education (Sarah M. Stitzlein); (5) Democracy without telos: Education for a future uncertain (Gonzalo Obelleiro); (6) What is the role of the past in education? (Andrea R. English); (7) 'A mode of associated living': The distinctiveness of Deweyan democracy (Kathleen Knight Abowitz); (8) A democratic theory of aims (Leonard J. Waks); (9) What is the purpose of education?: Dewey's challenge to his contemporaries (Avi I. Mintz); (10) Shaping and sharing democratic aims: Reconstructing interest and discipline (Terri S. Wilson); (11) Experience and thinking: Transforming our perspective on learning (Andrea R. English); (12) The role of thinking in education: Why Dewey still raises the bar on educators (Jack P. Smith, III and Spencer P. Greenhalgh); (13) Method: Intelligent engagement with subject matter (Doris A. Santoro); (14) Subject matter: Combining 'learning by doing' with past collective experience (Meinert Meyer); (15) Work, play and learning (Christopher Winch); (16) Boundaries as limits and possibilities (Scott L. Pratt); (17) Knowing scientifically is essential for democratic society (Christine McCarthy); (18) Educational values: Schools as cultures of imagination, growth, and fulfillment (Steven Fesmire); (19) The value of the present: Rethinking labor and leisure through education (Scott R. Stroud); (20) An old story: Dewey's account of the opposition between the intellectual and the practical (David I. Waddington); (21) Nature and human life in an education for democracy (Martin A. Coleman); (22) Individuality and a flourishing society: A reciprocal relationship (Hongmei Peng); (23) Autonomy, occupation and vocational education (Christopher Winch); (24) Philosophy of education (Richard Pring); (25) Healing splits: Dewey's theory of knowing (Barbara Thayer-Bacon); and (26) The consciously growing and refreshing life (Douglas J. Simpson). Part II, Democracy and Education in Context, features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. Beginning with an Introduction to Part II by Andrea R. English, the chapters in Part II include: (27) The dialogue of death and life: Education, civilization, and growth (Thomas Alexander); (28) John Dewey, a modern thinker: On education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) (Dietrich Benner); (29) John Dewey's refutation of classical educational thinking (Jürgen Oelkers); (30) The social as the 'inclusive philosophic idea' of democracy and education: Some constructivists' reflections (Jim Garrison, Stefan Neubert and Kersten Reich); (31) John Dewey and the analytic paradigm in philosophy of education: Conceptual analysis as a social aim? (Christopher Martin); (32) Dewey, care ethics, and education (Nel Noddings); (33) Technologies for democracy and education in the 21st century (Craig A. Cunningham); (34) Inviting Dewey to an online forum: Using technology to deepen student understanding of democracy and education (Rosetta Marantz Cohen); and (35) John Dewey: Philosopher of education for our time (Richard Pring). [Foreword by David Hansen.] (ERIC).
Anmerkungen	Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01