John Dewey S Democracy And Education

This antiquarian volume contains a comprehensive treatise on democracy and education, being an introduction to the 'philosophy of education'. Written in clear, concise language and full of interesting expositions and thought-provoking assertions, this volume will appeal to those with an interest in the role of education in society, and it would make for a great addition to collections of allied literature. The chapters of this book include: 'Education as a Necessity of Life'; 'Education as a Social Function'; 'Education as Direction'; 'Education as Growth'; 'Preparation, Unfolding, and Formal Discipline'; 'Education as Conservative and Progressive'; 'The Democratic Conception in Education'; 'Aims in Education', etcetera. We are republishing this vintage book now complete with a new prefatory biography of the author.

This year marks the centenary publication of John Dewey’s magnum opus, Democracy and Education. Despite its profound importance as a foundational text in education, it is notoriously difficult and—dare we say it—a little dry. In this charming and often funny companion, noted philosopher of education D. C. Phillips goes chapter by chapter to bring Dewey to a twenty-first-century audience. Drawing on over fifty years of thinking about this book—and on his own experiences as an educator—he lends it renewed clarity and a personal touch that proves its lasting importance. Phillips bridges several critical pitfalls of Democracy and Education that often prevent contemporary readers from fully understanding it. Where Dewey sorely needs a detailed example to illustrate a point—and the times are many—Phillips steps in, presenting cases from his own classroom experiences. Where Dewey casually refers to the works of people like Hegel, Herbart, and Locke—common knowledge, apparently, in 1916—Phillips fills in the necessary background. And where Dewey gets convoluted or is even flat-out wrong, Phillips does what few other scholars would do: he takes Dewey to task. The result is a lively accompaniment that helps us celebrate and be enriched by some of the most important ideas ever offered in education.

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. Part I 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. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today.

The American philosopher John Dewey transformed how people around the world view the purposes of schooling. In Democracy and Education (1916), Dewey opposed the model of education in which adults lecture at students and students follow strict rules. Instead, Dewey called upon schools to provide children with experiences such as gardening, sewing, building structures, conducting experiments in laboratories, and performing in school plays. For Dewey, democratic education teaches young people to become creative individuals who contribute to society. This edition makes Democracy and Education come alive for a new generation of readers. The editor’s introduction explores the main themes of the book and how Dewey’s ideas contribute to debates about education standards, testing, accountability, school choice, free school lunch, recess, student discipline, and education technology. Each chapter begins with a brief overview clarifying the argument and its present-day relevance and ends with questions to prompt conversations and research papers. Drawing on more than a century of secondary literature on Dewey’s philosophy, this new edition will become the standard for scholars, teachers, and students.

2016 marked the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. This centennial presented philosophers and educators with an opportunity to reexamine and evaluate its impact on various aspects of education in democratic societies. This volume brings together some of the leading scholars on John Dewey and education from around the world in order to reflect on the legacy of Democracy and Education, and, more generally, to consider the influence of Dewey’s ideas on education in the twenty-first century. John Dewey’s Democracy and Education in an Era of Globalization is unique in that it explores some important tensions and relationships among Dewey’s ideas on democracy, education, and human flourishing in an era of globalization. The contributors make sense of how Dewey would have interpreted and responded to the phenomenon of globalization. This book was originally published as a special issue of Educational Philosophy and Theory.

2011 Reprint of 1920 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. This book is a classic text in the history of American Education. Dewey's classic work, although tedious at times, is a cogent and landmark exposition of progressive educational theory. Democracy for Dewey was both a means and an end to the building of a good and just society. In this regard he sought to develop strategies and methods for training students through learning and discipline to become socially responsible adults. In this book Dewey sought at once synthesize, criticize, and expand upon the democratic (or proto-democratic) educational philosophies of Rousseau and Plato. He saw Rousseau's philosophy as overemphasizing the individual and Plato's philosophy as overemphasizing the society in which the individual lived. For Dewey, this distinction was largely a false one. He viewed the mind and its formation as a communal process. Thus the individual is only a meaningful concept when regarded as an inextricable part of his or her society, and the society has no meaning apart from its realization in the lives of its individual members.

This year marks the centenary publication of John Dewey’s magnum opus, Democracy and Education. Despite its profound importance as a foundational text in education, it is notoriously difficult and—dare we say it—a little dry. In this charming and often funny companion, noted philosopher of education D. C. Phillips goes chapter by chapter to bring Dewey to a twenty-first-century audience. Drawing on over fifty years of thinking about this book—and on his own experiences as an educator—he lends it renewed clarity and a personal touch that proves its lasting importance. Phillips bridges several critical pitfalls of Democracy and Education that often prevent contemporary readers from fully understanding it. Where Dewey sorely needs a detailed example to illustrate a point—and the times are many—Phillips steps in, presenting cases from his own classroom experiences. Where Dewey casually refers to the works of people like Hegel, Herbart, and Locke—common knowledge, apparently, in 1916—Phillips fills in the necessary background. And where Dewey gets convoluted or is even flat-out wrong, Phillips does what few other scholars would do: he takes Dewey to task. The result is a lively accompaniment that helps us celebrate and be enriched by some of the most important ideas ever offered in education.

This book considers John Dewey’s philosophy of democratic education and his theory of public sphere from the perspective of the reconstruction and redefinition of the dominant liberalist movement. By bridging art education and public sphere, and drawing upon contemporary mainstream philosophies, Ueno urges for the reconceptualization of the education of mainstream liberalism and indicates innovative visions on the public sphere of education. Focusing on Dewey’s theory of aesthetic education as an origin of the construction of public sphere, chapters explore his art education practices and involvement in the Barnes Foundation of Philadelphia, clarifying the process of school reform based on democratic practice. Dewey searched for an alternative approach to public sphere and education by reimagining the concept of educational right from a political and ethical perspective, generating a collaborative network of learning activities, and bringing imaginative meaning to human life and interaction. This book proposes educational visions for democracy and public sphere in light of Pragmatism aesthetic theory and practice. Democratic Education and the Public Sphere will be key reading for academics, researchers and postgraduate studies in the fields of the philosophy of education, curriculum theory, art education, and educational policy and politics. The book will also be of interest to policy makers and politicians who are engaged in educational reform.