Pub Date : 2017-12-23DOI: 10.5703/EDUCATIONCULTURE.33.2.0067
Cara E. Furman
Abstract:This paper is premised on the fact that math can be an important tool in helping people make sense of the world. Math offers a unique and particular lens, helping people to focus on a range of characteristics from shape and amount to the relationship between the general and the particular. To promote math as a tool for making sense, early childhood math instruction ought to teach it in a manner that helps children make sense of mathematical concepts.Specifically, I argue here that manipulatives are often brought into the early childhood classroom to promote "hands-on" learning without facilitating making sense. Taking a mixed-methods approach, I move between philosophical analysis to qualitative research to illustrate specific criteria promoting making sense in math education. Building primarily on the philosophy of Maurice Merleau-Ponty, I first define what I mean by "making sense." John Dewey's writing about math education and experience provides a framework for making sense with manipulatives. I then focus on how pre-service teachers can teach math to young children in a manner that makes sense. I also share how I changed my instruction using criteria established by early childhood math educators Angela Giglio Andrews and Paul R. Trafton. I conclude by arguing that a math education that makes sense is both a democratic right and necessity.
{"title":"Making Sense with Manipulatives: Developing Mathematical Experiences for Early Childhood Teachers","authors":"Cara E. Furman","doi":"10.5703/EDUCATIONCULTURE.33.2.0067","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.2.0067","url":null,"abstract":"Abstract:This paper is premised on the fact that math can be an important tool in helping people make sense of the world. Math offers a unique and particular lens, helping people to focus on a range of characteristics from shape and amount to the relationship between the general and the particular. To promote math as a tool for making sense, early childhood math instruction ought to teach it in a manner that helps children make sense of mathematical concepts.Specifically, I argue here that manipulatives are often brought into the early childhood classroom to promote \"hands-on\" learning without facilitating making sense. Taking a mixed-methods approach, I move between philosophical analysis to qualitative research to illustrate specific criteria promoting making sense in math education. Building primarily on the philosophy of Maurice Merleau-Ponty, I first define what I mean by \"making sense.\" John Dewey's writing about math education and experience provides a framework for making sense with manipulatives. I then focus on how pre-service teachers can teach math to young children in a manner that makes sense. I also share how I changed my instruction using criteria established by early childhood math educators Angela Giglio Andrews and Paul R. Trafton. I conclude by arguing that a math education that makes sense is both a democratic right and necessity.","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":"84908622","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.33.2.0049
Kyle A. Greenwalt, Cuong Nguyen
Abstract:In this paper, we explore the degree to which the Buddhist mindfulness practice and the habits of democratic citizenship can be reconstructed in light of each other. We ask what mindfulness is, seeking to first understand it in its Buddhist context. Then we turn to the work of John Dewey in order to seek possibilities for mutual reconstruction. Finally, we ask how we can reconcile mindful acceptance of the present with the ameliorative habits of the democratic citizen—and what this might mean for a reconstructed progressive education practice.
{"title":"The Mindfulness Practice, Aesthetic Experience, and Creative Democracy","authors":"Kyle A. Greenwalt, Cuong Nguyen","doi":"10.5703/EDUCATIONCULTURE.33.2.0049","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.2.0049","url":null,"abstract":"Abstract:In this paper, we explore the degree to which the Buddhist mindfulness practice and the habits of democratic citizenship can be reconstructed in light of each other. We ask what mindfulness is, seeking to first understand it in its Buddhist context. Then we turn to the work of John Dewey in order to seek possibilities for mutual reconstruction. Finally, we ask how we can reconcile mindful acceptance of the present with the ameliorative habits of the democratic citizen—and what this might mean for a reconstructed progressive education practice.","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":"79089338","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 : 2017-06-21DOI: 10.5703/EDUCATIONCULTURE.33.1.0089
Courtney Ferriter
Abstract:In recent years, opposition to Communism has emerged as Sidney Hook's central philosophical legacy in the eyes of scholars and historians, who tend to ignore all of Hook's pre-Cold War philosophical contributions. Furthermore, critics who treat Hook's anti-Communism often accuse him of abandoning pragmatism for dogmatism in his later career. In this essay, I argue that Hook's long-standing fight against Communism should be understood as an unwavering application of the democratic method in line with his mentor John Dewey's understanding of pragmatism as well as the commitment to scientific empiricism espoused by earlier pragmatists C. S. Peirce and William James.
{"title":"Sidney Hook's Pragmatic Anti-Communism: Commitment to Democracy as Method","authors":"Courtney Ferriter","doi":"10.5703/EDUCATIONCULTURE.33.1.0089","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.1.0089","url":null,"abstract":"Abstract:In recent years, opposition to Communism has emerged as Sidney Hook's central philosophical legacy in the eyes of scholars and historians, who tend to ignore all of Hook's pre-Cold War philosophical contributions. Furthermore, critics who treat Hook's anti-Communism often accuse him of abandoning pragmatism for dogmatism in his later career. In this essay, I argue that Hook's long-standing fight against Communism should be understood as an unwavering application of the democratic method in line with his mentor John Dewey's understanding of pragmatism as well as the commitment to scientific empiricism espoused by earlier pragmatists C. S. Peirce and William James.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82298640","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 : 2017-06-21DOI: 10.5703/EDUCATIONCULTURE.33.1.0041
Lance E. Mason
This paper explores the significance of Dewey's Democracy and Education for "21st-century education," a term used by proponents of curricular standardization and digital ubiquity in classrooms. Though these domains have distinct advocacy groups, they often share similar assumptions about the primary purposes of schooling as career preparation. In Democracy and Education, Dewey argues for a broader purpose of education—that of cultivating a social spirit in students. Because of contemporary dispositional challenges in the broader society, Dewey's perspective offers a timely and relevant way to reconceptualize the purposes of schooling in ways that can effectively address current social challenges.
{"title":"The Significance of Dewey's Democracy and Education for 21st-Century Education","authors":"Lance E. Mason","doi":"10.5703/EDUCATIONCULTURE.33.1.0041","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.1.0041","url":null,"abstract":"This paper explores the significance of Dewey's Democracy and Education for \"21st-century education,\" a term used by proponents of curricular standardization and digital ubiquity in classrooms. Though these domains have distinct advocacy groups, they often share similar assumptions about the primary purposes of schooling as career preparation. In Democracy and Education, Dewey argues for a broader purpose of education—that of cultivating a social spirit in students. Because of contemporary dispositional challenges in the broader society, Dewey's perspective offers a timely and relevant way to reconceptualize the purposes of schooling in ways that can effectively address current social challenges.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90201311","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 : 2017-06-21DOI: 10.5703/EDUCATIONCULTURE.33.1.0003
J. Dyehouse, Krysten Manke
Abstract:Can John Dewey's experiments at the University of Chicago's Laboratory School teach contemporary inquirers about "learning by making?" This article warrants an affirmative answer to this query. Unlike intellectual historians who trace the source of Dewey's and his colleagues' 1890s pedagogies to their cultural biases, we contend that these experiments were substantially conditioned by pragmatic kinds of insights. Specifically, we argue that Dewey's inquiries into own his children's language development influenced the development of his early educational experiments as well as his later pragmatic communicative philosophy. On this view, the Laboratory School experiments anticipate Dewey's later thinking about communication. If so, rather than embarrassing educational pragmatists, Dewey's and his colleagues' work in the Laboratory School might offer new starting points for thinking about pragmatic education.
{"title":"The Philosopher as Parent: John Dewey's Observations of His Children's Language Development and the Development of His Thinking about Communication","authors":"J. Dyehouse, Krysten Manke","doi":"10.5703/EDUCATIONCULTURE.33.1.0003","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.1.0003","url":null,"abstract":"Abstract:Can John Dewey's experiments at the University of Chicago's Laboratory School teach contemporary inquirers about \"learning by making?\" This article warrants an affirmative answer to this query. Unlike intellectual historians who trace the source of Dewey's and his colleagues' 1890s pedagogies to their cultural biases, we contend that these experiments were substantially conditioned by pragmatic kinds of insights. Specifically, we argue that Dewey's inquiries into own his children's language development influenced the development of his early educational experiments as well as his later pragmatic communicative philosophy. On this view, the Laboratory School experiments anticipate Dewey's later thinking about communication. If so, rather than embarrassing educational pragmatists, Dewey's and his colleagues' work in the Laboratory School might offer new starting points for thinking about pragmatic education.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83912749","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 : 2017-06-21DOI: 10.5703/EDUCATIONCULTURE.33.1.0023
Jeffery M. Frank
Philip Jackson's "The Mimetic and the Transformative: Alternative Outlooks on Teaching" is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in teaching. In this paper, I argue that we need to move beyond the mimetic/transformative divide to a new tradition of teaching. I make the case that Jackson's understanding of assessment and adaptive education are unduly limiting, and that this keeps his thinking bound to a dualism that needs to be reconstructed. Once reconstructed, new possibilities for philosophers of education, teacher educators, and teachers are disclosed.
{"title":"Bound to the Mimetic or the Transformative?: Considering Other Possibilities","authors":"Jeffery M. Frank","doi":"10.5703/EDUCATIONCULTURE.33.1.0023","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.1.0023","url":null,"abstract":"Philip Jackson's \"The Mimetic and the Transformative: Alternative Outlooks on Teaching\" is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in teaching. In this paper, I argue that we need to move beyond the mimetic/transformative divide to a new tradition of teaching. I make the case that Jackson's understanding of assessment and adaptive education are unduly limiting, and that this keeps his thinking bound to a dualism that needs to be reconstructed. Once reconstructed, new possibilities for philosophers of education, teacher educators, and teachers are disclosed.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87977471","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 : 2017-06-21DOI: 10.5703/educationculture.33.1.0059
Audrey Cohan, Charles F. Howlett
Abstract:The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey's ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey's philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today.
{"title":"Global Conflicts Shattered World Peace: John Dewey's Influence on Peace Educators and Practitioners","authors":"Audrey Cohan, Charles F. Howlett","doi":"10.5703/educationculture.33.1.0059","DOIUrl":"https://doi.org/10.5703/educationculture.33.1.0059","url":null,"abstract":"Abstract:The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey's ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey's philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81675400","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 : 2017-06-21DOI: 10.5703/EDUCATIONCULTURE.33.1.0001
D. Granger
{"title":"Dewey Around the Globe","authors":"D. Granger","doi":"10.5703/EDUCATIONCULTURE.33.1.0001","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.33.1.0001","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87355535","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 : 2016-12-21DOI: 10.5703/EDUCATIONCULTURE.32.2.0050
Jerry L. Williams
This essay examines the poetry of John Dewey, 101 poems in total. Characteristic of the rhymed and metered poetry of the period, they show a very human side of Dewey. This analysis argues that many of his poems deal with existential themes—love, finitude, and God, for example. On a deeper level these poems are also show connections to Dewey’s philosophy, in particular his ideas about social change and dualism.
{"title":"The Poetry of John Dewey","authors":"Jerry L. Williams","doi":"10.5703/EDUCATIONCULTURE.32.2.0050","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0050","url":null,"abstract":"This essay examines the poetry of John Dewey, 101 poems in total. Characteristic of the rhymed and metered poetry of the period, they show a very human side of Dewey. This analysis argues that many of his poems deal with existential themes—love, finitude, and God, for example. On a deeper level these poems are also show connections to Dewey’s philosophy, in particular his ideas about social change and dualism.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87629276","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 : 2016-12-21DOI: 10.5703/EDUCATIONCULTURE.32.2.0064
J. Hanes, E. Weisman
Two artist-educators analyzed their creative process informed by John Dewey’s concepts regarding the act of expression. The essay interweaves a description of their performance piece with a discussion of conceptual processes, including intermediality and collaboration as crucial in art making, learning, and pedagogical efficacy. Both the creation of the piece and the written analysis were guided by concepts Dewey identified as compression, impulsion, and expression. The authors argue that experience and expression exemplify creative learning and are transferable to knowledge construction in all areas of inquiry. Throughout an aesthetic learning process, deep reflection plays an essential role with interpretation and application becoming the culminating stages. Amid crises in the early twenty-first century, the value for educational theory of an artistic process that leads toward social justice in a democracy is emphasized.
{"title":"Experience and Expression","authors":"J. Hanes, E. Weisman","doi":"10.5703/EDUCATIONCULTURE.32.2.0064","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0064","url":null,"abstract":"Two artist-educators analyzed their creative process informed by John Dewey’s concepts regarding the act of expression. The essay interweaves a description of their performance piece with a discussion of conceptual processes, including intermediality and collaboration as crucial in art making, learning, and pedagogical efficacy. Both the creation of the piece and the written analysis were guided by concepts Dewey identified as compression, impulsion, and expression. The authors argue that experience and expression exemplify creative learning and are transferable to knowledge construction in all areas of inquiry. Throughout an aesthetic learning process, deep reflection plays an essential role with interpretation and application becoming the culminating stages. Amid crises in the early twenty-first century, the value for educational theory of an artistic process that leads toward social justice in a democracy is emphasized.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85486382","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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