{"title":"Education After Dewey by Paul Fairfield (review)","authors":"J. Dyehouse","doi":"10.1353/EAC.2014.0007","DOIUrl":"https://doi.org/10.1353/EAC.2014.0007","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86885955","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}
Feelings of awe, wonder, and appreciation have been largely ignored in the working lives of scientists and, in turn, science education has not accurately portrayed science to students. In an effort to bring the affective qualities of science into the classroom, this work draws on the writings of the sublime by Burke, Kant, Emerson, and Wordsworth as well as Dewey’s notion of aesthetic experiences to explore a new construct I have called the “scientific sublime.” Also described is a pedagogical approach developed to teach for the scientific sublime as well as the results of utilizing this approach.
{"title":"Science Sublime: The Philosophy of the Sublime, Dewey’s Aesthetics, and Science Education","authors":"S. Cavanaugh","doi":"10.1353/EAC.2014.0001","DOIUrl":"https://doi.org/10.1353/EAC.2014.0001","url":null,"abstract":"Feelings of awe, wonder, and appreciation have been largely ignored in the working lives of scientists and, in turn, science education has not accurately portrayed science to students. In an effort to bring the affective qualities of science into the classroom, this work draws on the writings of the sublime by Burke, Kant, Emerson, and Wordsworth as well as Dewey’s notion of aesthetic experiences to explore a new construct I have called the “scientific sublime.” Also described is a pedagogical approach developed to teach for the scientific sublime as well as the results of utilizing this approach.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77064150","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}
Creating a democratic nation-state and sustaining its progress was seen by the founders of the Republic of Turkey as necessary to achieving the goal of becoming a distinguished member among developed civilizations. The founders conceived of education as a main instrument in disseminating this new ideology and ensuring the emergence of a culture of democracy in Turkish society. Accordingly, establishing a new education system was a primary consideration during the early years of the Republic. Scholars, looking at the issue from diverse perspectives, have routinely revealed the influence of John Dewey’s report on Turkish education and discussed how his recommendations were applied by Turkish officials. Unlike previous studies, however, this article aims to analyze the influence of both Dewey and Ziya Gökalp on Turkish education and from both ideological and practical perspectives, despite their dissimilar ideas on some fundamental issues.
{"title":"Unity vs. Uniformity: The Influence of Ziya Gökalp and John Dewey on the Education System of the Republic of Turkey","authors":"Raṣit Çelik","doi":"10.1353/EAC.2014.0008","DOIUrl":"https://doi.org/10.1353/EAC.2014.0008","url":null,"abstract":"Creating a democratic nation-state and sustaining its progress was seen by the founders of the Republic of Turkey as necessary to achieving the goal of becoming a distinguished member among developed civilizations. The founders conceived of education as a main instrument in disseminating this new ideology and ensuring the emergence of a culture of democracy in Turkish society. Accordingly, establishing a new education system was a primary consideration during the early years of the Republic. Scholars, looking at the issue from diverse perspectives, have routinely revealed the influence of John Dewey’s report on Turkish education and discussed how his recommendations were applied by Turkish officials. Unlike previous studies, however, this article aims to analyze the influence of both Dewey and Ziya Gökalp on Turkish education and from both ideological and practical perspectives, despite their dissimilar ideas on some fundamental issues.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84513071","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}
{"title":"Democracy and the Intersection of Religion and Traditions","authors":"Sor-hoon Tan","doi":"10.1353/EAC.2013.0016","DOIUrl":"https://doi.org/10.1353/EAC.2013.0016","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90736761","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}
In this article, it is argued that fulfilling teaching and educative experiences go hand in hand. Not only is it possible to be fully alive as a teacher, it is also essential for educative experience to unfold in students. To substantiate the claim made here, an analysis of what I would like to call the ideal of teaching as consummatory experience is engaged based on John Dewey’s concept of experience as this was elucidated in his later works, especially Art as Experience. Given an intimate understanding of Deweyan consummatory experience, its implications for teaching and teacher education programs are considered.
{"title":"Exploring the Ideal of Teaching as Consummatory Experience","authors":"S. Oral","doi":"10.1353/EAC.2013.0010","DOIUrl":"https://doi.org/10.1353/EAC.2013.0010","url":null,"abstract":"In this article, it is argued that fulfilling teaching and educative experiences go hand in hand. Not only is it possible to be fully alive as a teacher, it is also essential for educative experience to unfold in students. To substantiate the claim made here, an analysis of what I would like to call the ideal of teaching as consummatory experience is engaged based on John Dewey’s concept of experience as this was elucidated in his later works, especially Art as Experience. Given an intimate understanding of Deweyan consummatory experience, its implications for teaching and teacher education programs are considered.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77265201","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}
In this paper I raise and respond to the question: Is John Dewey's understanding of growth sufficiently responsive to problems associated with race and racism? I begin with a discussion of Dewey's essay "Racial Prejudice and Friction," and show that Dewey lets a major objection to his response to racism and prejudice stand without comment. By focusing on this objection I will show that—by Dewey's own admission—one cannot grow morally without confronting aspects of moral psychology that Dewey downplayed in offering his response to racism. I will then show that James Baldwin's work offers resources that help us confront these aspects of moral psychology, and argue that bringing Dewey in conversation with Baldwin allows us to reconstruct our understanding of growth so that it becomes more responsive to problems associated with race and racism.
{"title":"Reconstructing Deweyan Growth: The Significance of James Baldwin’s Moral Psychology","authors":"Jeffery M. Frank","doi":"10.1353/EAC.2013.0019","DOIUrl":"https://doi.org/10.1353/EAC.2013.0019","url":null,"abstract":"In this paper I raise and respond to the question: Is John Dewey's understanding of growth sufficiently responsive to problems associated with race and racism? I begin with a discussion of Dewey's essay \"Racial Prejudice and Friction,\" and show that Dewey lets a major objection to his response to racism and prejudice stand without comment. By focusing on this objection I will show that—by Dewey's own admission—one cannot grow morally without confronting aspects of moral psychology that Dewey downplayed in offering his response to racism. I will then show that James Baldwin's work offers resources that help us confront these aspects of moral psychology, and argue that bringing Dewey in conversation with Baldwin allows us to reconstruct our understanding of growth so that it becomes more responsive to problems associated with race and racism.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80883569","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}
In this paper, I argue that John Dewey's view of human nature entails that culture is a necessary but not sufficient condition for freedom. A surprising corollary of this argument is that, if left to run its natural course, culture in fact tends not to enable but rather to preclude freedom. Hence, there are specific cultural practices—habits acquired through education—that are required if we are to realize our freedom and thereby also fulfill our nature as human beings.
{"title":"The Paradox of Freedom: John Dewey on Human Nature, Culture, and Education","authors":"Cherilyn Keall","doi":"10.1353/EAC.2013.0015","DOIUrl":"https://doi.org/10.1353/EAC.2013.0015","url":null,"abstract":"In this paper, I argue that John Dewey's view of human nature entails that culture is a necessary but not sufficient condition for freedom. A surprising corollary of this argument is that, if left to run its natural course, culture in fact tends not to enable but rather to preclude freedom. Hence, there are specific cultural practices—habits acquired through education—that are required if we are to realize our freedom and thereby also fulfill our nature as human beings.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74630194","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}
From 1915 to 1923, the pedagogy of John Dewey became an important pillar of anarchist and socialist projects of education in Mexico. These radical experiments were based on the belief in an open-ended world amenable to the intervention of a new subject of modernity whose unconstrained operations created rather than disrupted social order. Ironically, these experiments paved the way for the appropriation of Dewey by an emerging national state that posited homogenization, the eradication of difference, and the displacement of Native and religious worlds as necessary to create a shared set of values necessary for the operations of this subject.
{"title":"Radical Dewey: Deweyan Pedagogy in Mexico, 1915–1923","authors":"V. Rodríguez","doi":"10.1353/EAC.2013.0017","DOIUrl":"https://doi.org/10.1353/EAC.2013.0017","url":null,"abstract":"From 1915 to 1923, the pedagogy of John Dewey became an important pillar of anarchist and socialist projects of education in Mexico. These radical experiments were based on the belief in an open-ended world amenable to the intervention of a new subject of modernity whose unconstrained operations created rather than disrupted social order. Ironically, these experiments paved the way for the appropriation of Dewey by an emerging national state that posited homogenization, the eradication of difference, and the displacement of Native and religious worlds as necessary to create a shared set of values necessary for the operations of this subject.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77187620","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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