{"title":"Dewey’s Social Philosophy: Democracy as Education by John R. Shook (review)","authors":"J. Jackson","doi":"10.1353/EAC.2015.0017","DOIUrl":"https://doi.org/10.1353/EAC.2015.0017","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":"https://sci-hub-pdf.com/10.1353/EAC.2015.0017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72433363","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}
Northeastern University strongly endorses global experience as an important dimension of learning. To foster this, it maintains a Global Experience Office (GEO) that has developed a series of programs tailored to the interests and needs of Northeastern University students. Global experiences provide students with opportunities to deepen their knowledge of the world and their chosen field of study, develop intercultural and political sensitivity, utilize and strengthen foreign language skills, and explore global career options. Many Northeastern students participate in multiple global experiences during their time at the University. Northeastern encourages students to engage with the Global Experience Office as early as possible global experiences are within reach for all students, with careful planning and collaboration.
{"title":"What Is A Global Experience?","authors":"W. Gaudelli, M. Laverty","doi":"10.1353/EAC.2015.0018","DOIUrl":"https://doi.org/10.1353/EAC.2015.0018","url":null,"abstract":"Northeastern University strongly endorses global experience as an important dimension of learning. To foster this, it maintains a Global Experience Office (GEO) that has developed a series of programs tailored to the interests and needs of Northeastern University students. Global experiences provide students with opportunities to deepen their knowledge of the world and their chosen field of study, develop intercultural and political sensitivity, utilize and strengthen foreign language skills, and explore global career options. Many Northeastern students participate in multiple global experiences during their time at the University. Northeastern encourages students to engage with the Global Experience Office as early as possible global experiences are within reach for all students, with careful planning and collaboration.","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":"82289841","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":"Innovation’s Renewing Potential: Seeing and Acting Mindfully Within the Fecundity of Educative Experiences","authors":"M. M. Latta, Susan Crichton","doi":"10.1353/EAC.2015.0010","DOIUrl":"https://doi.org/10.1353/EAC.2015.0010","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":"77049795","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 Aesthetics and Ethics of Faith: A Dialogue between Liberationist and Pragmatic Thought by Christopher D. Tirres (review)","authors":"T. Bratkowski","doi":"10.1353/EAC.2015.0009","DOIUrl":"https://doi.org/10.1353/EAC.2015.0009","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":"90046922","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":"Getting It Right from the Beginning: Imagination and Education in John Dewey and Kieran Egan","authors":"Davide Weible","doi":"10.1353/EAC.2015.0015","DOIUrl":"https://doi.org/10.1353/EAC.2015.0015","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":"82433049","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":"Building a Better Teacher","authors":"J. Frank","doi":"10.1353/EAC.2015.0000","DOIUrl":"https://doi.org/10.1353/EAC.2015.0000","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73751318","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":"2014 John Dewey Lecture: Does Evidence Matter?","authors":"D. Ravitch","doi":"10.1353/eac.2015.0003","DOIUrl":"https://doi.org/10.1353/eac.2015.0003","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85524818","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}
In this paper, I connect John Dewey’s notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher’s openness to each child’s potential. Though I became a teacher already committed to a classroom community that celebrated a range of capacities, I wasn’t initially able to translate this belief into practice. Integrating practice and philosophy, I share my path to provide insights for other teachers seeking to create a more inclusive classroom.
{"title":"“Why I Am Not a Painter”: Developing an Inclusive Classroom","authors":"Cara E. Furman","doi":"10.1353/EAC.2015.0007","DOIUrl":"https://doi.org/10.1353/EAC.2015.0007","url":null,"abstract":"In this paper, I connect John Dewey’s notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher’s openness to each child’s potential. Though I became a teacher already committed to a classroom community that celebrated a range of capacities, I wasn’t initially able to translate this belief into practice. Integrating practice and philosophy, I share my path to provide insights for other teachers seeking to create a more inclusive classroom.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83565624","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}
To satisfy the demands of society, the scholar-practitioner in today’s complex world of education must juggle various factors that are related to one another: practice, poiesis, or the creative act, culture, knowledge, and learning. These demands include adherence to education, law, politics, economics, ethics, equity, and social dynamics. The scholar-practitioner in the field of visual arts education also has the duty to validate the arts as a viable and necessary component of education, and this is done through examples of scholarly practice. The scholar-practitioner as leader should be grounded in the works of John Dewey, including Art as Experience, Experience and Nature, and Experience and Education. With Dewey’s conception of the scholar- practitioner as a public intellectual engaged in educational practice to transform society, there is the fostering of a learning environment for educators, students, and community that is balanced with the basic needs of daily living. This article provides a closer look at the history of visual arts education, a review of Dewey’s philosophy of art experience, and an exploration of why there may be a need for Dewey’s philosophy within K–12 art education in the United States.
{"title":"The Butcher, the Baker, and the Candlestick Maker: John Dewey’s Philosophy of Art Experience Saving Twenty-First-Century Art Education from Limbo","authors":"A. Jones, Michael Risku","doi":"10.1353/EAC.2015.0008","DOIUrl":"https://doi.org/10.1353/EAC.2015.0008","url":null,"abstract":"To satisfy the demands of society, the scholar-practitioner in today’s complex world of education must juggle various factors that are related to one another: practice, poiesis, or the creative act, culture, knowledge, and learning. These demands include adherence to education, law, politics, economics, ethics, equity, and social dynamics. The scholar-practitioner in the field of visual arts education also has the duty to validate the arts as a viable and necessary component of education, and this is done through examples of scholarly practice. The scholar-practitioner as leader should be grounded in the works of John Dewey, including Art as Experience, Experience and Nature, and Experience and Education. With Dewey’s conception of the scholar- practitioner as a public intellectual engaged in educational practice to transform society, there is the fostering of a learning environment for educators, students, and community that is balanced with the basic needs of daily living. This article provides a closer look at the history of visual arts education, a review of Dewey’s philosophy of art experience, and an exploration of why there may be a need for Dewey’s philosophy within K–12 art education in the United States.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75317554","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 Public and Its Problems","authors":"A. Becker","doi":"10.1353/EAC.2015.0004","DOIUrl":"https://doi.org/10.1353/EAC.2015.0004","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/EAC.2015.0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72427225","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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