The Reception of John Dewey's Democratic Concept of School in Different Countries of the World La acogida del concepto democrático de escuela de John Dewey en diferentes países del mundo (original) (raw)
Related papers
Dewey's Ancestry, Dewey's Legacy, and The Aims of Education in Democracy and Education
In Democracy and Education, in the midst of the pivotal chapter on " The Democratic Conception in Education, " Dewey juxtaposes his educational aims with those of Plato, Rousseau, Fichte and Hegel. Perhaps Dewey believed that an account of their views would help elucidate his own, or he intended to suggest that his own ideas rivaled or bested theirs. I argue that Dewey's discussion of historical philosophers' aims of education was also designed to critique his contemporaries subtly and by analogy. My analysis of Dewey's critique supports a second argument: one of the reasons Dewey's legacy has been long debated (particularly his relationship to pedagogical progressivism) derives from his reluctance to criticize his contemporaries explicitly and directly. Had Dewey critiqued his fellow American progressives in the same way he did historical European philosophers of the past, his readers would have better understood his relationship to progressive American educational ideas and practices. Yet Dewey's subtle approach also accounts for the creation of a work that genuinely warrants being called a classic – it rises above the educational debates of the early twentieth century to enter into a conversation with its educational ancestry, a conversation that Dewey propelled forward.
John Dewey's Democracy and Education 100 Years On
Journal of Philosophy of Education
, a four-day conference to mark the centenary of the publication of John Dewey's Democracy and Education was held in Homerton College, Cambridge University, jointly sponsored by the college, the Faculty of Education, the Philosophy of Education Society of Great Britain and the History of Education Society of the UK. Four years in the planning, it proved to be an ambitious project which captured and encouraged a renewed interest in Dewey and his work. While rightfully celebrating his significance in the history and philosophy of education, the conference also focused on Dewey's broader reach in current interdisciplinary study, as well as his extensive influence on professional educators and the practice of education within and beyond schools. The call for papers exceeded expectations, with submissions from across the world. After double blind review, just over 100 papers from 25 countries were selected. PESGB's financial support was instrumental in making attendance affordable, particularly for international delegates. The intention was to integrate theory and practice throughout and, as well as traditional parallel sessions, the conference distinctively featured practitioners and students. UK and Spanish schools demonstrated Philosophy for Children as a basis for student dialogue, and an international school network showed how it was engaging with research to promote democracy. Delegates also had opportunities to experience the Alexander Technique (developed by a lifelong friend of Dewey's and which he practised himself); to enjoy displays cocreated and hosted by the Faculty Library and to visit the newly opened and research-active University of Cambridge Primary School. Strong keynotes and panel sessions by educational philosophers, historians, practitioners and journalists were streamed and shared online. Given the diversity of themes, disciplines and backgrounds, the sense of rapport and community during the conference was remarkable, opening a space in which Dewey's humane and progressive values were shared. Key to this was the character and scope of Dewey and his work: he was an interdisciplinary polymath, whose texts encompass different disciplines and contexts. This suite of papers offers a glimpse of the diverse philosophical
ITALO-AMERICAN TRAJECTORIES OF THE RECEPTION OF DEWEY'S EDUCATIONAL PHILOSOPHY
Against the backdrop of the flourishing literature on the influence of John Dewey's work all over the world, this paper engages with the reception of his ideas in the Italian context. After reconstructing this reception in general, the paper zooms in on two case studies, one in the 1920s-1930s and the other situated in the last months of World War II and in the period immediately afterwards. These case studies, on the one hand, at the level of the history of education, offer the opportunity to reconstruct three different configurations within which the reading/uptake of Dewey's theories occurred in Italian culture; and, on the other, at a more theoretical level, they lead to the elaboration of a specific interpretive tool – the notion of 'geographies of the encounter', an idea not without Deweyan overtones – that can be deployed in the exploration of Dewey's traveling philosophy of education.
Dewey versus 'Dewey' on democracy and education
Education, Citizenship andSocial Justice, 2016
In the literature on citizenship education, frequent references are made to Dewey. However, educationalists do not always interpret him correctly. To provide some counterbalance, I explain Dewey's views on education and democracy. I base this, not only on 'Democracy and Education', but also on 17 articles that Dewey wrote after 'Democracy and Education', and on his 'Ethics' and two earlier works, frequently cited by educationalists: 'Ethical Principles Underlying Education' and 'School and Society'. According to Dewey, democracy and education are two sides of the same coin. Both involve and foster self-determination, self-development and participating in the common good, enlightened by intelligent understanding and scientific spirit. At the present, it is customary to define democratic citizenship education primarily in terms of social and moral learning, sometimes as though it can be distinguished from academic learning, as something extra besides learning subject matter. When such an approach is attributed to Dewey, as it often is, this is unwarranted.
臺灣教育社會學研究, 2017
本研究就杜威所著《公眾及其問題:政治探究隨筆》、《新舊個人主義》、《自由主義與社會行動》及《自由與文化》,說明撰作緣起、解析內容、歸納旨趣,並揭示其民主與教育的要義。研究者有感於臺灣學者在探討杜威的民主與教育思想時,多以《學校與社會》、《兒童與課程》、《民主與教育》及《經驗與教育》等教育專著為切入點,而較少及於這四本專書,在探討其社會哲學思想時,則較少及於教育論著,乃撰寫本文,期能補苴罅漏、張皇幽眇。本研究於確認四本專書為杜威針對社會問題有感而發的專著 後,歸納出其等所呈顯的民主理論深化與概念釐清、社會制度重構與手段正用,以及民主目的與真教育的踐行等要義,並自現今的角度指出杜威較少注意種族、階級與性別等問題。 This article analyzes John Dewey's thoughts on democracy and education, based on his four later works – The Public and Its Problems: An Essay in Political Inquiry, Individualism Old and New, Liberalism and Social Action, and Freedom and Culture. These works have received less attention than others such as School and Society, Child and Curriculum, Democracy and Education, and Experience and Education from local educationists investigating Dewey's thoughts on democracy and education. This paper is intended to fill the gap. After confirming that these four works were conceived as Dewey's special thoughts on social issues, three focal points were revealed – the deepening ...
Conatus, 2021
We argue for a reconsideration of the claim that Spinoza's perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey's philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student's original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one's specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.
John Dewey and His Philosophy of Education
Journal of Education and Educational Development, 2016
This review paper on John Dewey, the pioneering educationist of the 20th century, discusses his educational thoughts, and writings, which gave a new direction to education at the turn of the century. Dewey’s contributions are immense and overwhelming in the fields of education, politics, humanism, logic, and aesthetics. This discussion will focus on Dewey and his philosophy related to educational approaches, pedagogical issues, and the linkages that he made between education, democracy, experience, and society. At the heart of his educational thought is the child. Dewey’s idea on humanism springs from his democratic bent and his quest for freedom, equity, and the value of child’s experiences.