From the old new republic to a great community: insights and contradictions in John Dewey's public pedagogy.

Autor/in	Anderson, James
Titel	From the old new republic to a great community: insights and contradictions in John Dewey's public pedagogy.
Quelle	In: Media and Communication, 6 (2018) 1, S. 34-42 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2439
DOI	10.17645/mac.v6i1.1172
Schlagwörter	Bildung; Erziehung; Pädagogik; Kommunikation; Medien; Mediengeschichte; Bildung; Demokratie; Erziehung; Kommunikation; Pädagogik; Philosophie; Medien; Demokratie; Philosophie
Abstract	This article draws from John Dewey's philosophy of education, ideas about democracy and pragmatist assumptions to explain how his articles for The New Republic functioned pedagogically. Taking media as a mode of public pedagogy, and drawing extensively from Dewey's Democracy and Education, as well as from his book The Public and its Problems, the article explores the relationships between communication, education and democracy using the expanded conceptions of all the aforementioned advanced by Dewey. Borrowing insights from Randolph Bourne, who used Dewey's own ideas to criticize his mentor's influence on intellectuals who supported US involvement in World War I, the analysis explores the contradictions within Dewey's public pedagogy. The article suggests Dewey's relevance as a public intellectual in the liberal-progressive press, his view of the State and some of his related presuppositions produced a tension in his thought, delimiting democratic possibilities while simultaneously pointing toward greater democratic potentials. The essay concludes by suggesting that learning from both Dewey and Bourne prompts us to get beyond the former's public/private dualism to realize what he called the "Great Community" by communicating and practicing the Commons.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/2