Pub Date : 2019-06-26DOI: 10.5703/EDUCATIONCULTURE.35.1.0049
Connie Goddard
Abstract:John Dewey and W.E.B. Du Bois were prominent critics of how vocational education programs were often used to restrict rather than enhance student aspirations. An overview of the Bordentown Manual Training and Industrial School for Colored Youth (1886–1955) suggests that it met requirements both men articulated for the right kind of vocational education; however, the school's legacy has been largely ignored by historians. Further, Dewey and Du Bois, who knew of but had little interaction with each other, may never have discussed their shared interest in vocational education or their awareness of the school's mission and accomplishments.
摘要:杜威(John Dewey)和杜波依斯(W.E.B. Du Bois)是对职业教育项目往往被用来限制而不是增强学生抱负的著名批评者。博登敦有色青年手工培训和工业学校(1886-1955)的概述表明，它满足了两个人为正确的职业教育所阐述的要求;然而，这所学校的遗产在很大程度上被历史学家忽视了。此外，杜威和杜波依斯彼此了解，但很少互动，可能从来没有讨论过他们对职业教育的共同兴趣，也没有讨论过他们对学校使命和成就的认识。
{"title":"Bordentown: Where Dewey's \"Learning to Earn\" Met Du Boisian Educational Priorities: The Unique Legacy of a Once Thriving but Largely Forgotten School for Black Students","authors":"Connie Goddard","doi":"10.5703/EDUCATIONCULTURE.35.1.0049","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.35.1.0049","url":null,"abstract":"Abstract:John Dewey and W.E.B. Du Bois were prominent critics of how vocational education programs were often used to restrict rather than enhance student aspirations. An overview of the Bordentown Manual Training and Industrial School for Colored Youth (1886–1955) suggests that it met requirements both men articulated for the right kind of vocational education; however, the school's legacy has been largely ignored by historians. Further, Dewey and Du Bois, who knew of but had little interaction with each other, may never have discussed their shared interest in vocational education or their awareness of the school's mission and accomplishments.","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":"85787639","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.35.1.0003
Kathy Hytten
Abstract:In this essay, I reflect on the need for an activist notion of hope as an antidote to the social, political, and educational challenges we face in our current times. I first discuss some of these challenges as well as emergent signs of hope based upon different ways of telling the stories of our present. I then define hope as a way of being and intervening in the world, as opposed to a personal character trait or optimistic demeanor, and discuss some enemies of hope. In the heart of the essay, I discuss four important habits of hope that can be cultivated and taught in schools: storytelling, creativity, mindfulness, and community building. I end by discussing ways in which schools can help cultivate the kinds of democratic, critical, and activist forms of hope that can buoy and sustain us in dark times, as well as transform our world.
{"title":"Cultivating Democratic Hope in Dark Times: Strategies for Action","authors":"Kathy Hytten","doi":"10.5703/EDUCATIONCULTURE.35.1.0003","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.35.1.0003","url":null,"abstract":"Abstract:In this essay, I reflect on the need for an activist notion of hope as an antidote to the social, political, and educational challenges we face in our current times. I first discuss some of these challenges as well as emergent signs of hope based upon different ways of telling the stories of our present. I then define hope as a way of being and intervening in the world, as opposed to a personal character trait or optimistic demeanor, and discuss some enemies of hope. In the heart of the essay, I discuss four important habits of hope that can be cultivated and taught in schools: storytelling, creativity, mindfulness, and community building. I end by discussing ways in which schools can help cultivate the kinds of democratic, critical, and activist forms of hope that can buoy and sustain us in dark times, as well as transform our world.","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":"79941338","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.35.1.0071
Sabrina R. Goldberg
Abstract:Drawing on Dewey's concepts and thinking, a middle school mathematics teacher at The School at Columbia University describes her teaching practice and role as a field-based teacher-educator and professional development leader during EdTech Summit Africa. Through a first-person account of her experiences in Cape Town, Johannesburg, and Pretoria, South Africa, the author reflects on how professional development with technology was embraced and illuminates why the development of an international community of practice with primary, secondary, and tertiary teachers is evolving. The article is divided into four sections.
{"title":"Dewey's Ideas in Action! Continuing Professional Development in an International Community of Practice","authors":"Sabrina R. Goldberg","doi":"10.5703/EDUCATIONCULTURE.35.1.0071","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.35.1.0071","url":null,"abstract":"Abstract:Drawing on Dewey's concepts and thinking, a middle school mathematics teacher at The School at Columbia University describes her teaching practice and role as a field-based teacher-educator and professional development leader during EdTech Summit Africa. Through a first-person account of her experiences in Cape Town, Johannesburg, and Pretoria, South Africa, the author reflects on how professional development with technology was embraced and illuminates why the development of an international community of practice with primary, secondary, and tertiary teachers is evolving. The article is divided into four sections.","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":"83384795","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}
Abstract:This article explores the possibility that John Dewey's silence about which democratic means are needed to achieve democratic ends, while confusing, makes greater sense if we appreciate the notion of political technology from an anthropological perspective. Michael Eldridge relates the exchange between John Herman Randall, Jr. and Dewey in which Dewey concedes "that I have done little or nothing in this direction [of outlining what constitutes adequate political technology, but that] does not detract from my recognition that in the concrete the invention of such a technology is the heart of the problem of intelligent action in political matters." Dewey's concession could be interpreted as an admission that he was unqualified to identify political machinery or institutions suitable for realizing his vision of democracy as a way of life. Not being able to specify adequate means to achieve lofty democratic ends is not problematic, though, if we appreciate the roots of Dewey's work (especially Human Nature and Conduct) in the anthropological writings of Immanuel Kant and Franz Boas. Experience reflects a myriad of social and cultural conditions such that specifying explicit means to structure that experience risks stymieing the organic development of political practice. When pressured to operationalize political technology, Dewey chose the appropriately open-ended and, at times, frustratingly vague means of education and growth. In short, Dewey did not want his ambitious democratic vision to outstrip the possibilities of practice, so he left the task of specifying exact political technology (or which democratic means are best suited to achieve democratic ends) unfinished.
{"title":"Dewey's Political Technology from an Anthropological Perspective","authors":"S. Ralston","doi":"10.2139/SSRN.1927219","DOIUrl":"https://doi.org/10.2139/SSRN.1927219","url":null,"abstract":"Abstract:This article explores the possibility that John Dewey's silence about which democratic means are needed to achieve democratic ends, while confusing, makes greater sense if we appreciate the notion of political technology from an anthropological perspective. Michael Eldridge relates the exchange between John Herman Randall, Jr. and Dewey in which Dewey concedes \"that I have done little or nothing in this direction [of outlining what constitutes adequate political technology, but that] does not detract from my recognition that in the concrete the invention of such a technology is the heart of the problem of intelligent action in political matters.\" Dewey's concession could be interpreted as an admission that he was unqualified to identify political machinery or institutions suitable for realizing his vision of democracy as a way of life. Not being able to specify adequate means to achieve lofty democratic ends is not problematic, though, if we appreciate the roots of Dewey's work (especially Human Nature and Conduct) in the anthropological writings of Immanuel Kant and Franz Boas. Experience reflects a myriad of social and cultural conditions such that specifying explicit means to structure that experience risks stymieing the organic development of political practice. When pressured to operationalize political technology, Dewey chose the appropriately open-ended and, at times, frustratingly vague means of education and growth. In short, Dewey did not want his ambitious democratic vision to outstrip the possibilities of practice, so he left the task of specifying exact political technology (or which democratic means are best suited to achieve democratic ends) unfinished.","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":"82319464","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 : 2019-01-05DOI: 10.5703/EDUCATIONCULTURE.34.2.0017
Barbara S. Stengel
Abstract:How can and will educators in any setting work with young people of all ages to enable them to develop the ability to interrogate—without denigrating—the claims of candidates, the newsmaking of media, the needs of their neighbors, and the fears of their family members? The answer I offer and defend here involves two dispositions—creative integration and pragmatist optimism—that I view as critical to the pursuit of vibrant and viable political democracy. These dispositions are, I argue, necessary to and evidence of the very possibility of a polity worthy of the "democratic" label.
{"title":"Creative Integration and Pragmatist Optimism: Dispositions for \"the Task Before Us\"","authors":"Barbara S. Stengel","doi":"10.5703/EDUCATIONCULTURE.34.2.0017","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.2.0017","url":null,"abstract":"Abstract:How can and will educators in any setting work with young people of all ages to enable them to develop the ability to interrogate—without denigrating—the claims of candidates, the newsmaking of media, the needs of their neighbors, and the fears of their family members? The answer I offer and defend here involves two dispositions—creative integration and pragmatist optimism—that I view as critical to the pursuit of vibrant and viable political democracy. These dispositions are, I argue, necessary to and evidence of the very possibility of a polity worthy of the \"democratic\" label.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81373005","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 : 2019-01-05DOI: 10.5703/EDUCATIONCULTURE.34.2.0089
Jacqueline Goldman, Benjamin C. Heddy, Susan Laird
Abstract:The purpose of this theoretical exposition is to bring two fields into discussion concerning the issue of motivation, in the new monetized context of education, through an encounter between John Dewey and self-determination theory. Using Dewey's Experience and Education as well as self-determination theory's most fundamental scholarship (e.g., Ryan and Deci 2000), we offer a contemporary parallel with Dewey's thoughts on "New" and "Old" education and examine it through the lens of self-determination theory. This interdisciplinary perspective combines educational psychology with philosophy of education to retheorize motivation as a critical response to the "New" educational shift toward monetization, which we argue should be resisted.
{"title":"An Interdisciplinary Discourse between Dewey and Self-Determination Theory: Motivation in the Wake of Monetizing Education","authors":"Jacqueline Goldman, Benjamin C. Heddy, Susan Laird","doi":"10.5703/EDUCATIONCULTURE.34.2.0089","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.2.0089","url":null,"abstract":"Abstract:The purpose of this theoretical exposition is to bring two fields into discussion concerning the issue of motivation, in the new monetized context of education, through an encounter between John Dewey and self-determination theory. Using Dewey's Experience and Education as well as self-determination theory's most fundamental scholarship (e.g., Ryan and Deci 2000), we offer a contemporary parallel with Dewey's thoughts on \"New\" and \"Old\" education and examine it through the lens of self-determination theory. This interdisciplinary perspective combines educational psychology with philosophy of education to retheorize motivation as a critical response to the \"New\" educational shift toward monetization, which we argue should be resisted.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73190707","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 : 2019-01-05DOI: 10.5703/EDUCATIONCULTURE.34.2.0069
Christophe Point
Abstract:In this article, we argue for the importance of the notion of conflict in John Dewey's philosophy. Indeed, many criticisms have been leveled against Dewey regarding his political philosophy and his philosophy of education based on the idea that he underestimated the conflict inherent in human affairs. These criticisms are compelling because they link the two sides—educational and political—of Dewey's philosophy. Critics simultaneously address their criticisms to one side vis-à-vis the adverse consequences caused as a result of the other side. In response to this analysis, we want to argue that conflict is indispensable for understanding the theory of inquiry and its validity in the search for knowledge as well as in confronting social and political tensions. In this way, we will first see the criticisms of Dewey's lack of emphasis on the notion of conflict in his philosophy. Then we will see how, in response to these criticisms, it is possible to determine three uses of conflict in Dewey's work. Finally, we will turn to the role that this notion can play in developing a pedagogy of compromise based on Dewey's educational philosophy. Thus, we hope to respond to criticisms of Dewey's work without discarding either side—educational or political—of his theorizing.
{"title":"What's the Use of Conflict in Dewey? Toward a Pedagogy of Compromise","authors":"Christophe Point","doi":"10.5703/EDUCATIONCULTURE.34.2.0069","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.2.0069","url":null,"abstract":"Abstract:In this article, we argue for the importance of the notion of conflict in John Dewey's philosophy. Indeed, many criticisms have been leveled against Dewey regarding his political philosophy and his philosophy of education based on the idea that he underestimated the conflict inherent in human affairs. These criticisms are compelling because they link the two sides—educational and political—of Dewey's philosophy. Critics simultaneously address their criticisms to one side vis-à-vis the adverse consequences caused as a result of the other side. In response to this analysis, we want to argue that conflict is indispensable for understanding the theory of inquiry and its validity in the search for knowledge as well as in confronting social and political tensions. In this way, we will first see the criticisms of Dewey's lack of emphasis on the notion of conflict in his philosophy. Then we will see how, in response to these criticisms, it is possible to determine three uses of conflict in Dewey's work. Finally, we will turn to the role that this notion can play in developing a pedagogy of compromise based on Dewey's educational philosophy. Thus, we hope to respond to criticisms of Dewey's work without discarding either side—educational or political—of his theorizing.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85309869","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 : 2019-01-05DOI: 10.5703/EDUCATIONCULTURE.34.2.0039
Kelly P. Vaughan
Abstract:John Dewey was a progressive theorist, a pragmatist, a philosopher, and arguably the most influential American educator of the twentieth century. Yet, despite extensive documentation about John Dewey's philosophies of education and democracy, there is limited research and no consensus about Dewey's views about race and racism. I use a combination of primary sources, secondary sources, and archival data to explore the John Dewey's ideas about progressivism, racism, and schooling. I assert that Dewey, despite an expressed commitment to full and equal rights for African American students, normalized the experience of White students and implicitly endorsed accommodationist education reforms for African American children.
{"title":"Progressive Education and Racial Justice: Examining the Work of John Dewey","authors":"Kelly P. Vaughan","doi":"10.5703/EDUCATIONCULTURE.34.2.0039","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.2.0039","url":null,"abstract":"Abstract:John Dewey was a progressive theorist, a pragmatist, a philosopher, and arguably the most influential American educator of the twentieth century. Yet, despite extensive documentation about John Dewey's philosophies of education and democracy, there is limited research and no consensus about Dewey's views about race and racism. I use a combination of primary sources, secondary sources, and archival data to explore the John Dewey's ideas about progressivism, racism, and schooling. I assert that Dewey, despite an expressed commitment to full and equal rights for African American students, normalized the experience of White students and implicitly endorsed accommodationist education reforms for African American children.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84044115","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 : 2019-01-05DOI: 10.5703/educationculture.34.2.0001
D. Granger
{"title":"Appraising the Prospects for Democratic Living Today","authors":"D. Granger","doi":"10.5703/educationculture.34.2.0001","DOIUrl":"https://doi.org/10.5703/educationculture.34.2.0001","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76996586","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 : 2019-01-05DOI: 10.5703/EDUCATIONCULTURE.34.2.0003
C. E. Becerra
Abstract:The following work is intended to be a closer look and commentary on the issue of gun violence and mass shootings in the United States of America. An overarching pragmatic lens will be utilized to argue that the time is now to make a change in our current trajectory of normalized gun violence in our schools, and society in general. We currently need to bring the controversial and difficult topic of gun violence and mass shootings into our classrooms, have open dialogue, and begin to purposely educate students about the subject on a real and deeper level than just the reflexive approaches that we currently take after each tragic incident. The topic will be addressed from the perspectives of various significant historical philosophers such as Plato, John Dewey, and Paulo Freire. The major aim of this commentary is to look at the issue of gun violence and gun control from a variety of philosophical lenses and perspectives to attempt to gain a level of understanding that is much deeper than just the surface in hopes of one day curtailing the problem.
{"title":"Knowledge Can Be Mightier Than the Gun","authors":"C. E. Becerra","doi":"10.5703/EDUCATIONCULTURE.34.2.0003","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.2.0003","url":null,"abstract":"Abstract:The following work is intended to be a closer look and commentary on the issue of gun violence and mass shootings in the United States of America. An overarching pragmatic lens will be utilized to argue that the time is now to make a change in our current trajectory of normalized gun violence in our schools, and society in general. We currently need to bring the controversial and difficult topic of gun violence and mass shootings into our classrooms, have open dialogue, and begin to purposely educate students about the subject on a real and deeper level than just the reflexive approaches that we currently take after each tragic incident. The topic will be addressed from the perspectives of various significant historical philosophers such as Plato, John Dewey, and Paulo Freire. The major aim of this commentary is to look at the issue of gun violence and gun control from a variety of philosophical lenses and perspectives to attempt to gain a level of understanding that is much deeper than just the surface in hopes of one day curtailing the problem.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91220828","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：