Literaturnachweis - Detailanzeige
| Autor/in | Zebrowski, Robin L. |
|---|---|
| Titel | Mind Is Primarily a Verb: An Examination of Mistaken Similarities between John Dewey and Herbert Spencer |
| Quelle | In: Educational Theory, 58 (2008) 3, S.305-320 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-2004 |
| DOI | 10.1111/j.1741-5446.2008.00290.x |
| Schlagwörter | Stellungnahme; Educational Theories; Educational Philosophy; World Views; Evolution; Progressive Education; Behavioral Sciences; Individual Development |
| Abstract | In educational scholarship, a number of comparisons have been made between the work of John Dewey and Herbert Spencer, many claiming that Spencer's influence is unmistakable in Dewey's theories or even that Dewey is derivative of Spencer. 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. (As Provided). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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