Pub Date : 2019-01-01DOI: 10.5703/educationculture.35.1.0001
Granger
{"title":"Editor's Note","authors":"Granger","doi":"10.5703/educationculture.35.1.0001","DOIUrl":"https://doi.org/10.5703/educationculture.35.1.0001","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86452420","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 : 2018-06-21DOI: 10.5703/EDUCATIONCULTURE.34.1.0041
Tyson Anderson
Abstract:Challenges to education today are part of a wider cultural context. Dewey, Heidegger, and certain Russian thinkers have remarkably similar diagnoses of our post-Cartesian reductive condition. In education this complex appears as “educational materialism.” In contrast, a “sophic education” would be similar to Bulgakov’s “sophic economy.” The discovery of Chauvet Cave shows an original human situation where the practical and the spiritual were integrated and “sophic.” For Americans, Plymouth Colony’s commitment to “the general good” and Roger Williams’s advocacy of democracy and freedom of conscience were also nonreductive and suggest a direction for an integrative, sophic education.
{"title":"Sophic Education: Where Is Your Treasure?","authors":"Tyson Anderson","doi":"10.5703/EDUCATIONCULTURE.34.1.0041","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.1.0041","url":null,"abstract":"Abstract:Challenges to education today are part of a wider cultural context. Dewey, Heidegger, and certain Russian thinkers have remarkably similar diagnoses of our post-Cartesian reductive condition. In education this complex appears as “educational materialism.” In contrast, a “sophic education” would be similar to Bulgakov’s “sophic economy.” The discovery of Chauvet Cave shows an original human situation where the practical and the spiritual were integrated and “sophic.” For Americans, Plymouth Colony’s commitment to “the general good” and Roger Williams’s advocacy of democracy and freedom of conscience were also nonreductive and suggest a direction for an integrative, sophic education.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85947113","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 : 2018-06-21DOI: 10.5703/EDUCATIONCULTURE.34.1.0081
Johnnie R. Blunt
{"title":"American Public Education and the Responsibility of Its Citizens: Supporting Democracy in the Age of Accountability by Sarah M. Stitzlein (review)","authors":"Johnnie R. Blunt","doi":"10.5703/EDUCATIONCULTURE.34.1.0081","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.1.0081","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72440473","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 : 2018-06-21DOI: 10.5703/educationculture.34.1.0087
Laura Gabrion
{"title":"The Schenley Experiment: A Social History of Pittsburgh’s First Public High School by Jake Oresick (review)","authors":"Laura Gabrion","doi":"10.5703/educationculture.34.1.0087","DOIUrl":"https://doi.org/10.5703/educationculture.34.1.0087","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77184605","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 : 2018-06-21DOI: 10.5703/EDUCATIONCULTURE.34.1.0061
Scott R. Stroud
Abstract:This article explores the contours of the Indian pragmatist Bhimrao Ambedkar and his reconstruction of Buddhism in the 1950s. As a student of John Dewey at Columbia University, young Ambedkar was heavily influenced by the pragmatist ideas of democracy and reconstruction. Throughout his life he would continue to evoke Dewey’s words and ideas in his fight against caste injustice in India. This article explores the possibility that Ambedkar could have been influenced by Dewey’s work, “Creative Democracy—The Task Before Us.” In exploring the intriguing evidence that points toward such an influence, Ambedkar’s The Buddha and His Dhamma emerges as a site of pragmatist reconstruction of Buddhism and as a personal democratic guide to action.
{"title":"Creative Democracy, Communication, and the Uncharted Sources of Bhimrao Ambedkar’s Deweyan Pragmatism","authors":"Scott R. Stroud","doi":"10.5703/EDUCATIONCULTURE.34.1.0061","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.1.0061","url":null,"abstract":"Abstract:This article explores the contours of the Indian pragmatist Bhimrao Ambedkar and his reconstruction of Buddhism in the 1950s. As a student of John Dewey at Columbia University, young Ambedkar was heavily influenced by the pragmatist ideas of democracy and reconstruction. Throughout his life he would continue to evoke Dewey’s words and ideas in his fight against caste injustice in India. This article explores the possibility that Ambedkar could have been influenced by Dewey’s work, “Creative Democracy—The Task Before Us.” In exploring the intriguing evidence that points toward such an influence, Ambedkar’s The Buddha and His Dhamma emerges as a site of pragmatist reconstruction of Buddhism and as a personal democratic guide to action.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91133843","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 : 2018-06-21DOI: 10.5703/EDUCATIONCULTURE.34.1.0003
Atli Harðarson
Abstract:In Democracy and Education, John Dewey argued that teachers should have control over their own work. He was, though, not only concerned about workplace democracy for teachers. He also argued against the philosophical underpinnings of educational policies that reproduced social hierarchies in the workplace.The main arguments of Dewey’s book support teachers’ autonomy and students’ equality. When these arguments are read in light of what he wrote about democracy in many other works, they appear to be arguments for workplace democracy. These arguments raise questions about school management that are highly relevant today when prevalent views favor a culture of control.
{"title":"The School as a Democratic Workplace: The Political Dimension of Dewey’s Democracy and Education","authors":"Atli Harðarson","doi":"10.5703/EDUCATIONCULTURE.34.1.0003","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.1.0003","url":null,"abstract":"Abstract:In Democracy and Education, John Dewey argued that teachers should have control over their own work. He was, though, not only concerned about workplace democracy for teachers. He also argued against the philosophical underpinnings of educational policies that reproduced social hierarchies in the workplace.The main arguments of Dewey’s book support teachers’ autonomy and students’ equality. When these arguments are read in light of what he wrote about democracy in many other works, they appear to be arguments for workplace democracy. These arguments raise questions about school management that are highly relevant today when prevalent views favor a culture of control.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85014984","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 : 2018-06-21DOI: 10.5703/EDUCATIONCULTURE.34.1.0019
W. Gaudelli, M. Laverty
Abstract:As the world grows increasingly contentious, education for citizenship demands greater attention. Yet at this perilous juncture, social studies has neglected to take up the task of preparing citizens in a democratic and global society. Social studies has become increasingly fragmented and isolated by disciplinary foci that fetishize academic pursuits over broadly social purposes, precisely what Dewey warned against and which represent but a small portion of its functions. The academic-only social studies education has created a temporal disconnection that affirms the preparation for future life rather than, as Dewey preferred, the school as life itself. Dewey tasked the school with providing a context for social intelligence, power, and interests. When subject matter, like history and geography, is approached from a social perspective, it is viewed as expressing social life and affecting social development, not only as an academic end unto itself. We draw from Dewey’s theory of social learning an intention to reorient social studies education in ways that point to the future, engage diversity toward common goals, and ultimately expand the social power of school subjects so that each is in effect a form of social study.
{"title":"Reconstruction of Social Studies","authors":"W. Gaudelli, M. Laverty","doi":"10.5703/EDUCATIONCULTURE.34.1.0019","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.34.1.0019","url":null,"abstract":"Abstract:As the world grows increasingly contentious, education for citizenship demands greater attention. Yet at this perilous juncture, social studies has neglected to take up the task of preparing citizens in a democratic and global society. Social studies has become increasingly fragmented and isolated by disciplinary foci that fetishize academic pursuits over broadly social purposes, precisely what Dewey warned against and which represent but a small portion of its functions. The academic-only social studies education has created a temporal disconnection that affirms the preparation for future life rather than, as Dewey preferred, the school as life itself. Dewey tasked the school with providing a context for social intelligence, power, and interests. When subject matter, like history and geography, is approached from a social perspective, it is viewed as expressing social life and affecting social development, not only as an academic end unto itself. We draw from Dewey’s theory of social learning an intention to reorient social studies education in ways that point to the future, engage diversity toward common goals, and ultimately expand the social power of school subjects so that each is in effect a form of social study.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83289349","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 : 2017-12-23DOI: 10.5703/EDUCATIONCULTURE.33.2.0003
E. C. Lagemann
{"title":"The Continuing Challenge of Progressive Thought: Lessons from a College in Prison","authors":"E. C. Lagemann","doi":"10.5703/EDUCATIONCULTURE.33.2.0003","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.2.0003","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80118352","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 : 2017-12-23DOI: 10.5703/EDUCATIONCULTURE.33.2.0013
H. Boyte
Abstract:In this essay, drawn from the 2017 Dewey lecture for the John Dewey Society, I argue that a positive response to the question raised by nine scientists in a Scientific American essay, "Will Democracy Survive Big Data and Artificial Intelligence?", February 25, 2017, requires a different kind of politics, citizen-centered, educative, productive, and empowering, as well as places to learn and practice such politics. Drawing on Dewey's 1902 speech, "The School as Social Center," I suggest schools embedded in communities as potential "free space" for citizen politics which transforms the widespread sense of victimhood into civic agency. This kind of politics in community-embedded schools can counter what Robert Kanigel calls the "Credo of Rational Efficiency" that drives civic unravelling, growing powerlessness, and a Manichean politics, accelerated by Big Data and Artificial Intelligence. Manichean politics is especially corrosive and disempowering and derives from the fact that hatred is the most efficient emotion to activate for cheap, quick political results. The essay details examples of citizen politics and signs of public interest in schools as free spaces.
摘要:本文摘自约翰·杜威学会(John Dewey Society) 2017年杜威讲座，笔者认为，要积极回应九位科学家在《科学美国人》(Scientific American) 2017年2月25日发表的一篇文章《民主能否在大数据和人工智能中生存?》中提出的问题，需要一种不同的、以公民为中心的、有教育意义的、有生产力的、赋权的政治，以及学习和实践这种政治的场所。根据杜威1902年的演讲“作为社会中心的学校”，我建议学校嵌入社区，作为公民政治的潜在“自由空间”，将普遍存在的受害者意识转变为公民代理。这种根植于社区学校的政治可以对抗罗伯特·卡尼格尔(Robert Kanigel)所说的“理性效率信条”(Credo of Rational Efficiency)，这种信条导致了公民的解体、日益增强的无力感和摩尼教式的政治，而大数据和人工智能加速了这一趋势。摩尼教的政治尤其具有腐蚀性和削弱权力，它源于这样一个事实:仇恨是最有效的情绪，可以被激活，以获得廉价、快速的政治结果。这篇文章详细列举了公民政治和公共利益在学校作为自由空间的迹象。
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