Pub Date : 2016-12-21DOI: 10.5703/EDUCATIONCULTURE.32.2.0004
L. Hickman
Given the increasing diversity of religious beliefs and outlooks in the United States, John Dewey’s proposals regarding “a common faith” can help educators provide the tools for their students to think critically about these and other issues related to the changing religious landscape. Particular attention is given to three groups of students: those who are adherents of dogmatic or exclusivist religious communities; those who share the belief that no legitimate value judgments about religious faith are possible; and those religiously unaffiliated students who feel excluded from the possibility of religious faith.
{"title":"What We Can Teach When We Teach (About) Religion","authors":"L. Hickman","doi":"10.5703/EDUCATIONCULTURE.32.2.0004","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0004","url":null,"abstract":"Given the increasing diversity of religious beliefs and outlooks in the United States, John Dewey’s proposals regarding “a common faith” can help educators provide the tools for their students to think critically about these and other issues related to the changing religious landscape. Particular attention is given to three groups of students: those who are adherents of dogmatic or exclusivist religious communities; those who share the belief that no legitimate value judgments about religious faith are possible; and those religiously unaffiliated students who feel excluded from the possibility of religious faith.","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":"85964194","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.32.2.0080
Vasco d’Agnese
Abstract:The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience and chapter nine of Experience and Nature—and scholarly literature devoted to the issue. Based on those precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as (a) the very basis on which to deepen, enlarge, and make sense of experience; (b) the place where humans search for meaning and unity find its fulfillment; and (c) the means by which we may enact the primary task of education, namely, bringing newness to the fore by emancipating and enlarging experience.
{"title":"Art and Education in Dewey: Accomplishing Unity, Bringing Newness to the Fore","authors":"Vasco d’Agnese","doi":"10.5703/EDUCATIONCULTURE.32.2.0080","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0080","url":null,"abstract":"Abstract:The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience and chapter nine of Experience and Nature—and scholarly literature devoted to the issue. Based on those precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as (a) the very basis on which to deepen, enlarge, and make sense of experience; (b) the place where humans search for meaning and unity find its fulfillment; and (c) the means by which we may enact the primary task of education, namely, bringing newness to the fore by emancipating and enlarging experience.","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":"74992264","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.32.2.0035
D. Jaitner
Abstract:From beginning to end, John Dewey’s oeuvre is filled with philosophical discussions and political comments on the significance de jure and de facto of a wide range of distinct social spaces. In contrast to subjects he addresses regularly and others that he focuses on occasionally, his work does not systematically address sport. Nonetheless, sport is expressly recognized as a noteworthy environment and integrated into lines of argumentation in no small number of areas as an example. This paper provides an overview of the statements he made on this subject and their context, organizing them on the basis of their social, pedagogical, and aesthetic implications in order to make a supplementary contribution to social spaces in his work. It shall be demonstrated that Dewey assumes a number of positive possibilities in and through sport, but that these are not anchored naturally in or through sport. What sport and movement cultures finally are or should be remains pragmatically dependent on the intentions and consequences that serve as the basis for each specific sporting situation.
{"title":"Dewey and Sports: An Overview of Sport in His Work","authors":"D. Jaitner","doi":"10.5703/EDUCATIONCULTURE.32.2.0035","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0035","url":null,"abstract":"Abstract:From beginning to end, John Dewey’s oeuvre is filled with philosophical discussions and political comments on the significance de jure and de facto of a wide range of distinct social spaces. In contrast to subjects he addresses regularly and others that he focuses on occasionally, his work does not systematically address sport. Nonetheless, sport is expressly recognized as a noteworthy environment and integrated into lines of argumentation in no small number of areas as an example. This paper provides an overview of the statements he made on this subject and their context, organizing them on the basis of their social, pedagogical, and aesthetic implications in order to make a supplementary contribution to social spaces in his work. It shall be demonstrated that Dewey assumes a number of positive possibilities in and through sport, but that these are not anchored naturally in or through sport. What sport and movement cultures finally are or should be remains pragmatically dependent on the intentions and consequences that serve as the basis for each specific sporting situation.","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":"80965904","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.32.2.0099
J. Nautiyal
Abstract:Can everyday spaces, such as coffee shops bustling with rapid activity, promise an aesthetic experience that remains untapped and undertheorized? If so, what kinds of communicative habits make the coffee shop experience aesthetically wholesome? To this end, I engage and extend American pragmatist John Dewey’s mission of recovering aesthetic experiences in habituated processes of living in his Art as Experience and interweave it with contemporary thought on affective experiences in ordinary activities. Ultimately, I present coffee shops as exemplars of everyday third spaces (spaces other than home and work) promising the qualitative immediacy of artful, affectively rich and embodied communicative experiences.
{"title":"Aesthetic and Affective Experiences in Coffee Shops: A Deweyan Engagement with Ordinary Affects in Ordinary Spaces","authors":"J. Nautiyal","doi":"10.5703/EDUCATIONCULTURE.32.2.0099","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0099","url":null,"abstract":"Abstract:Can everyday spaces, such as coffee shops bustling with rapid activity, promise an aesthetic experience that remains untapped and undertheorized? If so, what kinds of communicative habits make the coffee shop experience aesthetically wholesome? To this end, I engage and extend American pragmatist John Dewey’s mission of recovering aesthetic experiences in habituated processes of living in his Art as Experience and interweave it with contemporary thought on affective experiences in ordinary activities. Ultimately, I present coffee shops as exemplars of everyday third spaces (spaces other than home and work) promising the qualitative immediacy of artful, affectively rich and embodied communicative experiences.","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":"86808005","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.32.2.0018
S. Vannatta
This article summarizes four archetypal responses—the reactionary, conservative, pragmatist, and presentist—to the real or perceived threat to liberal learning in higher education. I advocate a balance between the conservative and the pragmatist responses. A conservative pragmatist response resists the canonical rigidity of the reactionary; responds to the ever-evolving social demands and practices that help frame the perennial questions of liberal learning, but values the poetry of conversation and the disengagement demanded by such a conversation, even if social problems initiate the reflective inquiry. The conservative pragmatist response highlights the perennial and the evolutionary, the universal and the particular, and the end in itself and the instrumental in liberal arts education.
{"title":"What Use Is Instrumentalism?: Conservative Pragmatism in Liberal Learning","authors":"S. Vannatta","doi":"10.5703/EDUCATIONCULTURE.32.2.0018","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0018","url":null,"abstract":"This article summarizes four archetypal responses—the reactionary, conservative, pragmatist, and presentist—to the real or perceived threat to liberal learning in higher education. I advocate a balance between the conservative and the pragmatist responses. A conservative pragmatist response resists the canonical rigidity of the reactionary; responds to the ever-evolving social demands and practices that help frame the perennial questions of liberal learning, but values the poetry of conversation and the disengagement demanded by such a conversation, even if social problems initiate the reflective inquiry. The conservative pragmatist response highlights the perennial and the evolutionary, the universal and the particular, and the end in itself and the instrumental in liberal arts education.","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":"83776646","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.32.2.0001
D. Granger
{"title":"Dewey from STEM to STEAM","authors":"D. Granger","doi":"10.5703/EDUCATIONCULTURE.32.2.0001","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.2.0001","url":null,"abstract":"","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":"79927936","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 : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.41
M. Greene
{"title":"Liberalism and Beyond: Toward a Public Philosophy of Education","authors":"M. Greene","doi":"10.5703/EDUCATIONCULTURE.32.1.41","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.1.41","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79153748","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 : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.1
K. Abowitz
In assembling scholars for the John Dewey Symposium for the 2015 Annual Meeting in Chicago, I sought thinkers who would critically engage Maxine Greene’s philosophy of democratic education. The recent death of Greene (1917–2014), longtime member of the Society, friend and teacher of many members, and John Dewey Lecturer in 1988, had left a powerful absence among educational philosophers, and many had honored her legacy with loving tributes. The Symposium’s aim was to bring together scholars in critical engagement with her work. Greene had interpreted, critiqued, and in some ways enlarged Deweyan philosophy for much of her career. Key to her democratic educational thought was the concept of the social imagination:
{"title":"Introduction: Maxine Greene on Democracy and the Social Imagination","authors":"K. Abowitz","doi":"10.5703/EDUCATIONCULTURE.32.1.1","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.1.1","url":null,"abstract":"In assembling scholars for the John Dewey Symposium for the 2015 Annual Meeting in Chicago, I sought thinkers who would critically engage Maxine Greene’s philosophy of democratic education. The recent death of Greene (1917–2014), longtime member of the Society, friend and teacher of many members, and John Dewey Lecturer in 1988, had left a powerful absence among educational philosophers, and many had honored her legacy with loving tributes. The Symposium’s aim was to bring together scholars in critical engagement with her work. Greene had interpreted, critiqued, and in some ways enlarged Deweyan philosophy for much of her career. Key to her democratic educational thought was the concept of the social imagination:","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76320734","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 : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.87
Lance E. Mason
Abstract:The National Council for the Social Studies (NCSS) position statement on Curriculum Guidelines for Social Studies Teaching and Learning provides a conceptual outline for contemporary social studies curriculum, calling for social studies learning that is meaningful, integrated, value-based, challenging, and active. This is largely consistent with a Deweyan approach to social studies, though the statement’s lack of theoretical grounding makes it vulnerable to misappropriation. By filtering the statement’s framework through Dewey’s pragmatism, such vulnerabilities can be articulated, while offering a deeper exploration of both the possibilities and challenges for implementation.
{"title":"Cultivating Civic Habits: A Deweyan Analysis of the National Council for the Social Studies Position Statement on Guidelines for Social Studies Teaching and Learning","authors":"Lance E. Mason","doi":"10.5703/EDUCATIONCULTURE.32.1.87","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.1.87","url":null,"abstract":"Abstract:The National Council for the Social Studies (NCSS) position statement on Curriculum Guidelines for Social Studies Teaching and Learning provides a conceptual outline for contemporary social studies curriculum, calling for social studies learning that is meaningful, integrated, value-based, challenging, and active. This is largely consistent with a Deweyan approach to social studies, though the statement’s lack of theoretical grounding makes it vulnerable to misappropriation. By filtering the statement’s framework through Dewey’s pragmatism, such vulnerabilities can be articulated, while offering a deeper exploration of both the possibilities and challenges for implementation.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90368878","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 : 2016-06-19DOI: 10.1108/978-1-78743-625-120181016
Brian W. Dotts
Abstract:This article presents a novel account of a key concept in John Dewey’s reconstructionist theory specifically related to the nucleus underlying his idea of democracy: intersubjective communication, what Dewey called the “democratic criterion.” Many theorists relate democracy to a form of rule. Consequently, discussions of democracy tend to be limited to functionalist theories. Dewey’s idea of democracy establishes an important distinction from conventional theories by developing its radical, critical, evolutionary, and intersubjective potential. I argue that Dewey anticipated Jürgen Habermas’s Paradigm of Communication in his reconstructionist social theory with potential to de-reify institutions and to empower human beings democratically.
{"title":"Dewey Anticipates Habermas’s Paradigm of Communication: The Critique of Individualism and the Basis for Moral Authority In Democracy and Education","authors":"Brian W. Dotts","doi":"10.1108/978-1-78743-625-120181016","DOIUrl":"https://doi.org/10.1108/978-1-78743-625-120181016","url":null,"abstract":"Abstract:This article presents a novel account of a key concept in John Dewey’s reconstructionist theory specifically related to the nucleus underlying his idea of democracy: intersubjective communication, what Dewey called the “democratic criterion.” Many theorists relate democracy to a form of rule. Consequently, discussions of democracy tend to be limited to functionalist theories. Dewey’s idea of democracy establishes an important distinction from conventional theories by developing its radical, critical, evolutionary, and intersubjective potential. I argue that Dewey anticipated Jürgen Habermas’s Paradigm of Communication in his reconstructionist social theory with potential to de-reify institutions and to empower human beings democratically.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86745392","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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