Pub Date : 2020-07-09DOI: 10.5703/educationculture.36.1.0004
Barbara S. Stengel
Abstract:John Dewey went to China in 1919 and stayed for more than two years. He watched and learned. He wrote and spoke volumes both while he was there and after he returned. One hundred years later, we are unsurprisingly interested in whether Dewey’s time in China left a trace.
{"title":"What Would Dewey See/Say Now? China’s Promise 1919 to 2019","authors":"Barbara S. Stengel","doi":"10.5703/educationculture.36.1.0004","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0004","url":null,"abstract":"Abstract:John Dewey went to China in 1919 and stayed for more than two years. He watched and learned. He wrote and spoke volumes both while he was there and after he returned. One hundred years later, we are unsurprisingly interested in whether Dewey’s time in China left a trace.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72486296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.5703/educationculture.36.1.0010
Yuhua Bu, Yuanyuan Zhu
Abstract:Between 1919–1920, while giving a series of speeches in China, John Dewey raised a doubt about Chinese education: Can Chinese education cultivate children with independent consciousness? Based on the seven-year “Reciprocal Learning in Teacher Education and School Education between Canada and China” project, we have the answer to Dewey’s doubt. In the 1990s, Chinese education could not respond affirmatively to Dewey’s question, but after forty years of reform and development, Chinese education has taken a big step forward in cultivating children with independent consciousness. However, Canada’s school education is, at present, better at cultivating self-determined and independent children in daily life, organically integrating teaching knowledge and cultivating students, and encouraging the structured teaching characterized in the reciprocal learning project as “the forest and the trees.” The teaching framework of different disciplines in Chinese school education has more obvious constraints on education and teaching. Although the current Chinese education, from the grassroots to the government, has begun to try to break the shackles of the “discipline framework” and explore new possibilities, at the present time, it solely uses western concepts and ideological framework to conduct its own practice, especially with respect to Dewey’s experience theory. China needs to contribute its own distinctive educational concept and ideological framework, so it can truly “find a place in the world.”
{"title":"What Will Confucius Say to Dewey?","authors":"Yuhua Bu, Yuanyuan Zhu","doi":"10.5703/educationculture.36.1.0010","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0010","url":null,"abstract":"Abstract:Between 1919–1920, while giving a series of speeches in China, John Dewey raised a doubt about Chinese education: Can Chinese education cultivate children with independent consciousness? Based on the seven-year “Reciprocal Learning in Teacher Education and School Education between Canada and China” project, we have the answer to Dewey’s doubt. In the 1990s, Chinese education could not respond affirmatively to Dewey’s question, but after forty years of reform and development, Chinese education has taken a big step forward in cultivating children with independent consciousness. However, Canada’s school education is, at present, better at cultivating self-determined and independent children in daily life, organically integrating teaching knowledge and cultivating students, and encouraging the structured teaching characterized in the reciprocal learning project as “the forest and the trees.” The teaching framework of different disciplines in Chinese school education has more obvious constraints on education and teaching. Although the current Chinese education, from the grassroots to the government, has begun to try to break the shackles of the “discipline framework” and explore new possibilities, at the present time, it solely uses western concepts and ideological framework to conduct its own practice, especially with respect to Dewey’s experience theory. China needs to contribute its own distinctive educational concept and ideological framework, so it can truly “find a place in the world.”","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78681792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.5703/educationculture.36.1.0028
Weisheng Li
Abstract:In this essay, we focus on how Chinese students’ experience emerged and evolved in the educational activities of the twenty-first century, one hundred years after John Dewey’s visit to China. With the help of a case study, I find that (1) the individual’s experience is lived and understood in combination with others’ lives; (2) democratic dialogue is a concrete way of democratic life; and (3) the teacher is more of an escort than a trainer in the evolution of the students’ experience systems.
{"title":"The Students’ Experience Evolution in Chinese Schools","authors":"Weisheng Li","doi":"10.5703/educationculture.36.1.0028","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0028","url":null,"abstract":"Abstract:In this essay, we focus on how Chinese students’ experience emerged and evolved in the educational activities of the twenty-first century, one hundred years after John Dewey’s visit to China. With the help of a case study, I find that (1) the individual’s experience is lived and understood in combination with others’ lives; (2) democratic dialogue is a concrete way of democratic life; and (3) the teacher is more of an escort than a trainer in the evolution of the students’ experience systems.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79791107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.5703/educationculture.36.1.0054
Barbara S. Stengel
{"title":"Educational Promise Amidst Authoritarian Ambition","authors":"Barbara S. Stengel","doi":"10.5703/educationculture.36.1.0054","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0054","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84889437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.5703/educationculture.36.1.0036
Huiyan Xie
Abstract:In light of decades of formal denouncement of Deweyan ideas in China and the increasingly authoritarian practices under its current leadership, the recent revival of engagement with Dewey’s work among Chinese educators and intellectuals appears extraordinary as well as paradoxical. How is it possible that a project as ardently democratic as Dewey’s could gain popularity (and potential sustainability) in what appears to be a consistently nondemocratic regime? As we celebrate the centennial of Dewey’s visit to China and the substantial resurgence of his philosophy there, the trajectory of these promising signs cannot be determined without also digging into the enigma embedded within the current paradox. This paper explores and resolves this paradox by drawing upon Dewey’s concept of democracy to evaluate China’s state of affairs in democratic terms. I argue that Dewey presents an alternative that illuminates not only the democratic elements currently in China, but also the ground for an intercultural dialogue on democracy from which China and other countries may benefit in this global age.
{"title":"A View of Democracy in and for China from a Deweyan Perspective","authors":"Huiyan Xie","doi":"10.5703/educationculture.36.1.0036","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0036","url":null,"abstract":"Abstract:In light of decades of formal denouncement of Deweyan ideas in China and the increasingly authoritarian practices under its current leadership, the recent revival of engagement with Dewey’s work among Chinese educators and intellectuals appears extraordinary as well as paradoxical. How is it possible that a project as ardently democratic as Dewey’s could gain popularity (and potential sustainability) in what appears to be a consistently nondemocratic regime? As we celebrate the centennial of Dewey’s visit to China and the substantial resurgence of his philosophy there, the trajectory of these promising signs cannot be determined without also digging into the enigma embedded within the current paradox. This paper explores and resolves this paradox by drawing upon Dewey’s concept of democracy to evaluate China’s state of affairs in democratic terms. I argue that Dewey presents an alternative that illuminates not only the democratic elements currently in China, but also the ground for an intercultural dialogue on democracy from which China and other countries may benefit in this global age.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76777773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5703/educationculture.36.1.0001
Heybach
{"title":"Editor's Note","authors":"Heybach","doi":"10.5703/educationculture.36.1.0001","DOIUrl":"https://doi.org/10.5703/educationculture.36.1.0001","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85925539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-10DOI: 10.5703/educationculture.35.2.0027
L. Waks
Abstract:In this paper I account for the role of guiding intuitions in teaching, focusing on the intuitions formed in the process of lesson planning. I start (in section one) by reviewing some research on lesson planning to locate the role of intuition in the process. I then turn to Wertheimer’s and Kohler’s gestalt psychology (section two) and Dewey’s theory of consummatory experience (section three) further to clarify and explain the process of lesson planning as the formation of guiding intuitions. I conclude that gestalt psychology is a less promising framework for explaining guiding intuitions than Dewey’s theory of experience.
{"title":"Guiding Intuitions in Education: Lesson Planning as Consummatory Experience","authors":"L. Waks","doi":"10.5703/educationculture.35.2.0027","DOIUrl":"https://doi.org/10.5703/educationculture.35.2.0027","url":null,"abstract":"Abstract:In this paper I account for the role of guiding intuitions in teaching, focusing on the intuitions formed in the process of lesson planning. I start (in section one) by reviewing some research on lesson planning to locate the role of intuition in the process. I then turn to Wertheimer’s and Kohler’s gestalt psychology (section two) and Dewey’s theory of consummatory experience (section three) further to clarify and explain the process of lesson planning as the formation of guiding intuitions. I conclude that gestalt psychology is a less promising framework for explaining guiding intuitions than Dewey’s theory of experience.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82653883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-10DOI: 10.5703/educationculture.35.2.0047
Jeff Mitchell
Abstract:In 1932 Dewey and Tufts issued an extensively revised edition of their famous Ethics of 1908. Both versions are now available as public domain resources on the Internet, and teachers are likely to assign the second edition, since it reflects the authors’ mature views. However, at least as regards Dewey’s treatment of virtue, I argue that the earlier version is pedagogically superior to the later one. I contend that the revised treatment of virtue is in fact less true to the book’s celebrated genetic approach, and that the first edition also makes better use of the cultural resources that Dewey could reasonably assume were at the disposal of his public.
{"title":"John Dewey’s Rival Versions of Virtue","authors":"Jeff Mitchell","doi":"10.5703/educationculture.35.2.0047","DOIUrl":"https://doi.org/10.5703/educationculture.35.2.0047","url":null,"abstract":"Abstract:In 1932 Dewey and Tufts issued an extensively revised edition of their famous Ethics of 1908. Both versions are now available as public domain resources on the Internet, and teachers are likely to assign the second edition, since it reflects the authors’ mature views. However, at least as regards Dewey’s treatment of virtue, I argue that the earlier version is pedagogically superior to the later one. I contend that the revised treatment of virtue is in fact less true to the book’s celebrated genetic approach, and that the first edition also makes better use of the cultural resources that Dewey could reasonably assume were at the disposal of his public.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91293662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-10DOI: 10.5703/educationculture.35.2.0003
Dustin Hornbeck, K. Abowitz, Andrew Saultz
Abstract:Virtual schooling is expanding as an alternative to traditional public schooling in the early twenty-first century. This paper analyzes virtual schooling with regards to the democratic associational aims of public schooling as conceived by John Dewey. We examine the general landscape of virtual schooling by looking at recent history, governance, and student performance in these schools. Next, we analyze the significant ways in which virtual schools fail to meet associational aims for schooling. We conclude with a normative argument about the nature of new educational trends and innovations, drawing from Dewey’s ideas in The School and Society to articulate the importance of aligning those innovations with democratic social ideals.
{"title":"Virtual Charter Schools and the Democratic Aims of Education","authors":"Dustin Hornbeck, K. Abowitz, Andrew Saultz","doi":"10.5703/educationculture.35.2.0003","DOIUrl":"https://doi.org/10.5703/educationculture.35.2.0003","url":null,"abstract":"Abstract:Virtual schooling is expanding as an alternative to traditional public schooling in the early twenty-first century. This paper analyzes virtual schooling with regards to the democratic associational aims of public schooling as conceived by John Dewey. We examine the general landscape of virtual schooling by looking at recent history, governance, and student performance in these schools. Next, we analyze the significant ways in which virtual schools fail to meet associational aims for schooling. We conclude with a normative argument about the nature of new educational trends and innovations, drawing from Dewey’s ideas in The School and Society to articulate the importance of aligning those innovations with democratic social ideals.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83342927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-26DOI: 10.5703/EDUCATIONCULTURE.35.1.0105
Holly Walker-Coté
Introduction Joseph Grange’s book, John Dewey, Confucius, and Global Philosophy, seeks to create a dialogue between Dewey’s pragmatism and Confucianism in order to analyze the two traditions and parse out their more salient, and similar, tenets. In order to provide a comparative analysis of Eastern and Western traditions, it is necessary to establish a starting point since they are inherently different due to the cultures in which they have traditionally been embedded. Grange references the popular comparison of John Dewey to a “Second Confucius” and sets out to make a case for this comparison. Grange offers a comparative look at the philosophical underpinnings of Confucianism and the ways in which its more salient points can be interwoven with Dewey’s thinking. Grange’s goal is to weave together a tapestry that includes, in as equal measures as possible, the more salient points of Dewey’s and Confucius’s ways of seeing the world and how those worldviews can open up a new dialogue regarding the ultimate good for society.
{"title":"Comparative Assessment in John Dewey, Confucius, and Global Philosophy","authors":"Holly Walker-Coté","doi":"10.5703/EDUCATIONCULTURE.35.1.0105","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.35.1.0105","url":null,"abstract":"Introduction Joseph Grange’s book, John Dewey, Confucius, and Global Philosophy, seeks to create a dialogue between Dewey’s pragmatism and Confucianism in order to analyze the two traditions and parse out their more salient, and similar, tenets. In order to provide a comparative analysis of Eastern and Western traditions, it is necessary to establish a starting point since they are inherently different due to the cultures in which they have traditionally been embedded. Grange references the popular comparison of John Dewey to a “Second Confucius” and sets out to make a case for this comparison. Grange offers a comparative look at the philosophical underpinnings of Confucianism and the ways in which its more salient points can be interwoven with Dewey’s thinking. Grange’s goal is to weave together a tapestry that includes, in as equal measures as possible, the more salient points of Dewey’s and Confucius’s ways of seeing the world and how those worldviews can open up a new dialogue regarding the ultimate good for society.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78551307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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