Pub Date : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.15
W. Kohli
Situating thE convErSation Over 25 years ago, 1988 to be exact, Maxine Greene delivered the annual John Dewey Lecture. That lecture, “The Dialectic of Freedom,” was the foundation for her book of the same title, also published in 1988 by Teachers College Press. In his foreword to the book, the late Bob Gowin, a philosopher of education at Cornell University, introduced the text with the following:
25年前，确切地说是1988年，马克辛·格林发表了一年一度的约翰·杜威演讲。那场题为《自由的辩证法》(The Dialectic of Freedom)的演讲为她的同名著作奠定了基础，该书也于1988年由师范学院出版社出版。已故的康奈尔大学(Cornell University)教育哲学家鲍勃•高文(Bob Gowin)在前言中这样介绍了这本书:
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Pub Date : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.25
James Stillwaggon
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Pub Date : 2016-06-19DOI: 10.5703/EDUCATIONCULTURE.32.1.63
D. Simpson, D. Sacken
Abstract:In this study, we examine Dewey’s understanding of ethical principles by identifying a number of his primary emphases, including how he thought principles may be reconstructed and employed in schools. We do this by (a) explicating how he understood the reconstruction of general, universal, and absolute ethical claims; (b) anticipating how some detractors of his view of practical certainty may question its serviceability; and (c) demonstrating how his ideas may be employed to address a problematic high school situation. In addition, we episodically embed in these primary emphases thoughts about how ethical principles play a part in Dewey’s more comprehensive ethical theory and illustrate how the principles may be used in specific problematic microsituations.
{"title":"Ethical Principles and School Challenges: A Deweyan Analysis","authors":"D. Simpson, D. Sacken","doi":"10.5703/EDUCATIONCULTURE.32.1.63","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.32.1.63","url":null,"abstract":"Abstract:In this study, we examine Dewey’s understanding of ethical principles by identifying a number of his primary emphases, including how he thought principles may be reconstructed and employed in schools. We do this by (a) explicating how he understood the reconstruction of general, universal, and absolute ethical claims; (b) anticipating how some detractors of his view of practical certainty may question its serviceability; and (c) demonstrating how his ideas may be employed to address a problematic high school situation. In addition, we episodically embed in these primary emphases thoughts about how ethical principles play a part in Dewey’s more comprehensive ethical theory and illustrate how the principles may be used in specific problematic microsituations.","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":"79855310","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.32.1.53
Steven H. Fesmire
Educational politics in the United States is entangled in the notion that the foremost mission of education is, in the infamous words of Gov. Scott Walker’s proposed revision of the University of Wisconsin’s mission, “to develop human resources to meet the state’s workforce needs.” This general outlook is not an outlier. It is typical of those who approach education primarily as a way to fuel industry with skilled labor. This outlook is premised on an increasingly dominant educational model that is miseducative, antidemocratic, and incompatible with values of mutual respect and individual dignity. It is helpful to analyze the industrial model of education more precisely, getting clearer about the way it informs both educational discourse and delivery, so that our critiques of ill-considered aims and priorities can be clearly and forcefully targeted.
美国的教育政治与这样一种观念纠缠在一起:用州长斯科特·沃克(Scott Walker)提议修改威斯康星大学(University of Wisconsin)使命的臭名昭著的话来说，教育的首要使命是“开发人力资源，以满足该州的劳动力需求”。这种总体前景并非例外。这是典型的那些把教育主要看作是为工业提供熟练劳动力的方式的人。这种观点的前提是一种日益占主导地位的教育模式，这种模式是错误的，反民主的，与相互尊重和个人尊严的价值观不相容的。更精确地分析教育的工业模式是有帮助的，更清楚地了解它为教育话语和教育交付提供信息的方式，这样我们对考虑不周全的目标和优先事项的批评就可以清晰而有力地有针对性。
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Pub Date : 2016-01-01DOI: 10.1515/9783111561929-001
Peter S. Hlebowitsh
Let me start by clanging the bell for the inauguration of two new sections in this issue of the journal. As the general editor ofEducation and Culture, I have tried to nurture an editorial tradition that imposes no hard ideological filter on the manuscript review process. Over the years, we've published work from a wide range ofperspectives, asking only that the work be accountable to scholarly standards of evidence and argumentation. This has been, by most measures, a good thing for our readership. Now I have decided to try to widen the analytical sights of the journal even farther by putting together two new sections that will bring new forms of expression and understanding to the pages ofEducation and Culture. Consequently, I'm happy to announce that Richard Gibboney and A.V. Christie have agreed to serve as the editors of a section of the journal we call The Poetry Forum. By highlighting the poetic form ofexpression, The Poetry Forum aims to offer different slants of meaning and interpretation on issues of interest to the John Dewey Society. As most ofyou know, Dewey himselftook an active interest in poetry. The Poetry Forum will be a regular feature of the journal and will, I hope, become another place for our readership to circulate their thoughts and views about issues relevant to the Society. I'm also pleased to announce that Judith Chalmer will serve as the editor of our other new section, which we have titled Album. The purpose ofAlbum is to help bring forth lines ofalternative expression that often do not easily qualify in scholarly journals. In Album, we'te looking for visual art, stories, short essays, artifacts from classrooms, and any possible range of exotics that fits within our journal's mission and purpose. You should get a pretty good flavor for the new sections in this issue. Please take advantage ofthese new forums and offer your work to the new editors. But don't forget about me. I'll still be looking for good old-fashioned manuscripts.
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As a philosopher, Dewey relied on others to represent and realize the practical implications of his ideas for classroom life. While many educators have ably done so, the empirically grounded markers and measures that Dewey saw as necessary for strengthening progressive practice and communicating with the broader field remain underdeveloped. Here, I review Dewey’s naturalistic view of intelligence and his call for progressive forms of educational assessment as background for my consideration of how one might employ classroom discourse analysis in order to represent characteristic features of Dewey’s two central dimensions of educative experiences—continuity and interaction—in practical terms.
{"title":"Representing Dewey’s Constructs of Continuity and Interaction Within Classrooms","authors":"S. Mayer","doi":"10.1353/EAC.2015.0011","DOIUrl":"https://doi.org/10.1353/EAC.2015.0011","url":null,"abstract":"As a philosopher, Dewey relied on others to represent and realize the practical implications of his ideas for classroom life. While many educators have ably done so, the empirically grounded markers and measures that Dewey saw as necessary for strengthening progressive practice and communicating with the broader field remain underdeveloped. Here, I review Dewey’s naturalistic view of intelligence and his call for progressive forms of educational assessment as background for my consideration of how one might employ classroom discourse analysis in order to represent characteristic features of Dewey’s two central dimensions of educative experiences—continuity and interaction—in practical terms.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80536617","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":"The Need for “Connectedness in Growth”: Experience and Education and the New Technological Culture","authors":"S. Oliverio","doi":"10.1353/EAC.2015.0012","DOIUrl":"https://doi.org/10.1353/EAC.2015.0012","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87765113","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}
“The most utopian thing in Utopia is that there are no schools,” writes John Dewey (1933/1989, 136). With these words, Dewey opened his talk to kindergarten teachers on April 21, 1933 at Teachers College, Columbia University. Published a couple days later in the New York Times under the title, “Dewey Outlines Utopian Schools,” we find Dewey in this little-discussed talk fancifully imagining himself among the Utopians—somehow transported from the economically depressed United States of the 1930s to Utopia, where the economy of acquisition is nothing but a memory.1 Finding himself in Utopia, Dewey, of course, asks about the schools, quizzing the Utopians on everything from their pedagogy to their educational goals. What he discovers is a radical critique of education as it was (and still is) often practiced. The emphasis on standards and the competitive and punitive systems of examinations that enforce them appear deeply misguided to the Utopians. They contend that it is our economic system and its emphasis on “personal acquisition and private possession” that has reduced education to the mere acquisition of facts, necessary for the further acquisition of things. According to the Utopians, once their acquisitive economy had passed away, education itself was transformed, liberated in a way that enabled teachers to concentrate their attention on identifying and developing the unique capacities of each student. Instead of a single-minded focus on delivering the facts of the curriculum, the Utopians were able to see the child as the gravitational center of the educational enterprise. The contemporary conversation about education in America, and in many other western educational contexts, could not be further from this vision. American society is more driven by acquisition than ever, and its children are exposed to an unprecedented onslaught of advertising aimed at training them in the practice of consumption.2 In school, the same children are scrutinized by high-stakes, standardized examinations that stand as the goal and measure of learning. Education itself—in
{"title":"There Are No Schools in Utopia: John Dewey’s Democratic Education","authors":"Ian T. E. Deweese-Boyd","doi":"10.1353/EAC.2015.0013","DOIUrl":"https://doi.org/10.1353/EAC.2015.0013","url":null,"abstract":"“The most utopian thing in Utopia is that there are no schools,” writes John Dewey (1933/1989, 136). With these words, Dewey opened his talk to kindergarten teachers on April 21, 1933 at Teachers College, Columbia University. Published a couple days later in the New York Times under the title, “Dewey Outlines Utopian Schools,” we find Dewey in this little-discussed talk fancifully imagining himself among the Utopians—somehow transported from the economically depressed United States of the 1930s to Utopia, where the economy of acquisition is nothing but a memory.1 Finding himself in Utopia, Dewey, of course, asks about the schools, quizzing the Utopians on everything from their pedagogy to their educational goals. What he discovers is a radical critique of education as it was (and still is) often practiced. The emphasis on standards and the competitive and punitive systems of examinations that enforce them appear deeply misguided to the Utopians. They contend that it is our economic system and its emphasis on “personal acquisition and private possession” that has reduced education to the mere acquisition of facts, necessary for the further acquisition of things. According to the Utopians, once their acquisitive economy had passed away, education itself was transformed, liberated in a way that enabled teachers to concentrate their attention on identifying and developing the unique capacities of each student. Instead of a single-minded focus on delivering the facts of the curriculum, the Utopians were able to see the child as the gravitational center of the educational enterprise. The contemporary conversation about education in America, and in many other western educational contexts, could not be further from this vision. American society is more driven by acquisition than ever, and its children are exposed to an unprecedented onslaught of advertising aimed at training them in the practice of consumption.2 In school, the same children are scrutinized by high-stakes, standardized examinations that stand as the goal and measure of learning. Education itself—in","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85979606","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":"Introduction: Experience and Education Today, A Symposium","authors":"L. Waks","doi":"10.1353/EAC.2015.0016","DOIUrl":"https://doi.org/10.1353/EAC.2015.0016","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80192089","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 : 2015-12-18DOI: 10.5703/EDUCATIONCULTURE.31.2.1
D. Granger, C. Cunningham, David T. Hansen
{"title":"Philip W. Jackson, December 2, 1928–July 21, 2015, A Life Well Lived","authors":"D. Granger, C. Cunningham, David T. Hansen","doi":"10.5703/EDUCATIONCULTURE.31.2.1","DOIUrl":"https://doi.org/10.5703/EDUCATIONCULTURE.31.2.1","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74552693","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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