{"title":"Memories and Portraits","authors":"J. Bell","doi":"10.1353/eac.2015.0002","DOIUrl":"https://doi.org/10.1353/eac.2015.0002","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"90 1","pages":"100 - 97"},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76314365","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}
This essay situates John Dewey in the context of the founding of the American Association of University Professors (AAUP) in 1915. We argue that the 1915 Declaration of Principles, together with World War I, provides contemporary academics important historical justification for rethinking academic freedom and faculty governance in light of neoliberalism and what we argue is an increased corporatization of higher education in the United States. By revisiting the founding of the AAUP and John Dewey’s role in the various debates surrounding the establishment of the organization—including his broader role as a public intellectual confronted by war, questions of duty and freedom, and the shifting boundaries of the professoriate—we argue that professors today should demonstrate academic freedom and reclaim faculty governance for the public good over private interests.
{"title":"In Defense of Academic Freedom and Faculty Governance: John Dewey, the 100th Anniversary of the AAUP, and the Threat of Corporatization","authors":"Nicholas J. Eastman, D. Boyles","doi":"10.1353/EAC.2015.0005","DOIUrl":"https://doi.org/10.1353/EAC.2015.0005","url":null,"abstract":"This essay situates John Dewey in the context of the founding of the American Association of University Professors (AAUP) in 1915. We argue that the 1915 Declaration of Principles, together with World War I, provides contemporary academics important historical justification for rethinking academic freedom and faculty governance in light of neoliberalism and what we argue is an increased corporatization of higher education in the United States. By revisiting the founding of the AAUP and John Dewey’s role in the various debates surrounding the establishment of the organization—including his broader role as a public intellectual confronted by war, questions of duty and freedom, and the shifting boundaries of the professoriate—we argue that professors today should demonstrate academic freedom and reclaim faculty governance for the public good over private interests.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"12 1","pages":"17 - 43"},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89363126","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}
Harper Lee’s novel To Kill a Mockingbird is taught in countless public schools and is beloved by many teachers and future teachers. Embedded within this novel—interestingly—is a strong criticism of an approach to education mockingly referred to as the “Dewey Decimal System.” In this essay I explore Lee’s criticism of progressive education and argue that it tells us something interesting about the novel and about approaches to education inspired by John Dewey.
{"title":"What Is John Dewey Doing in To Kill a Mockingbird?","authors":"Jeffery M. Frank","doi":"10.1353/EAC.2015.0006","DOIUrl":"https://doi.org/10.1353/EAC.2015.0006","url":null,"abstract":"Harper Lee’s novel To Kill a Mockingbird is taught in countless public schools and is beloved by many teachers and future teachers. Embedded within this novel—interestingly—is a strong criticism of an approach to education mockingly referred to as the “Dewey Decimal System.” In this essay I explore Lee’s criticism of progressive education and argue that it tells us something interesting about the novel and about approaches to education inspired by John Dewey.","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"269 2","pages":"45 - 59"},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/EAC.2015.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72433911","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":"Teaching for Dissent","authors":"D. Kasdan","doi":"10.1353/EAC.2014.0017","DOIUrl":"https://doi.org/10.1353/EAC.2014.0017","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"4 1","pages":"107 - 110"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88860435","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":"Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today","authors":"S. Stitzlein","doi":"10.1353/EAC.2014.0012","DOIUrl":"https://doi.org/10.1353/EAC.2014.0012","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"52 1","pages":"61 - 86"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85885409","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 Continuing Relevance of John Dewey","authors":"David Rondel","doi":"10.1353/EAC.2014.0015","DOIUrl":"https://doi.org/10.1353/EAC.2014.0015","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"22 1","pages":"103 - 105"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74556294","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 Things in Heaven and Earth","authors":"Roman Madzia","doi":"10.1353/EAC.2014.0019","DOIUrl":"https://doi.org/10.1353/EAC.2014.0019","url":null,"abstract":"","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"25 1","pages":"111 - 115"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73652330","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}
entities, idealized signs of idealized referents. Communication is extracting the message from irrelevant and conflicting signals—noise. Interlocutors are allied in a struggle against noise; the ideal city of communication would be maximally purged of noise. But there is noise internal to the message—the opacity of the voice that transmits it.34 ExiStEncE and Education aS SEcularization 11 Volume 30 (2) 2014 Biesta nicely links Lingis’ rational community with the modern community Bauman, and he points out how the school system in modernity has been understood principally as an agency to build rational communities both in Lingis’ sense35 and in Bauman’s.36 By elaborating on Lingis’ idea that the “other community is not simply absorbed into the rational community; [and it] [...] forms not in a work, but in the interruption of work and enterprises,”37 Biesta relates the two communities to two distinct dimensions of learning and education (learning as the acquisition of something external (knowledge, values, skills) and learning as a response to a question), without invoking any complete replacement of the one with the other. The educational reinterpretation of Lingis’ reflections made by Biesta allows the latter to prepare a conceptual platform to discuss the issue of education and the democratic person,38 privileging an Arendtian rather than a Deweyan perspective. Dewey is not dismissed, and his merits in fostering education through democracy instead of education merely for democracy are explicitly recognized, but Arendt appears to Biesta to provide us with a view which breaks from any individualism39 and of any instrumentalism.40 Although I agree with many aspects of Biesta’s proposal and understand some of his misgivings, I would like to suggest an alternative ‘Deweyan’ idea of the community of those who have nothing in common with recourse to the considerations just developed on the munus (with an eye to Esposito’s remarks). This will require an exploration of a third dimension of the semantic spectrum of officium (the officium as munus and understood, therefore, through a peculiar hermeneutical bent, within the horizon of the act of giving), what can be called officium2. This could offer a viewpoint that enables us to grasp the scope and the import of the notion of the Great Community and the way in which it is constitutively educative. But to get there and to capture a possible ‘Deweyan’ meaning of officium2, I have to investigate the meaning of officium1 (that related to the role of officials) and pick up again the thread of the discourse on officials and transubstantiation, from which this reflection on the officium has taken its cue. 2. bEyond thE logic of thE imPErativE: SEcularizEd tranSubStantiation and dEmocratic Education aS
{"title":"The Democratic Public To Be Brought into Existence and Education as Secularization","authors":"S. Oliverio","doi":"10.1353/EAC.2014.0016","DOIUrl":"https://doi.org/10.1353/EAC.2014.0016","url":null,"abstract":"entities, idealized signs of idealized referents. Communication is extracting the message from irrelevant and conflicting signals—noise. Interlocutors are allied in a struggle against noise; the ideal city of communication would be maximally purged of noise. But there is noise internal to the message—the opacity of the voice that transmits it.34 ExiStEncE and Education aS SEcularization 11 Volume 30 (2) 2014 Biesta nicely links Lingis’ rational community with the modern community Bauman, and he points out how the school system in modernity has been understood principally as an agency to build rational communities both in Lingis’ sense35 and in Bauman’s.36 By elaborating on Lingis’ idea that the “other community is not simply absorbed into the rational community; [and it] [...] forms not in a work, but in the interruption of work and enterprises,”37 Biesta relates the two communities to two distinct dimensions of learning and education (learning as the acquisition of something external (knowledge, values, skills) and learning as a response to a question), without invoking any complete replacement of the one with the other. The educational reinterpretation of Lingis’ reflections made by Biesta allows the latter to prepare a conceptual platform to discuss the issue of education and the democratic person,38 privileging an Arendtian rather than a Deweyan perspective. Dewey is not dismissed, and his merits in fostering education through democracy instead of education merely for democracy are explicitly recognized, but Arendt appears to Biesta to provide us with a view which breaks from any individualism39 and of any instrumentalism.40 Although I agree with many aspects of Biesta’s proposal and understand some of his misgivings, I would like to suggest an alternative ‘Deweyan’ idea of the community of those who have nothing in common with recourse to the considerations just developed on the munus (with an eye to Esposito’s remarks). This will require an exploration of a third dimension of the semantic spectrum of officium (the officium as munus and understood, therefore, through a peculiar hermeneutical bent, within the horizon of the act of giving), what can be called officium2. This could offer a viewpoint that enables us to grasp the scope and the import of the notion of the Great Community and the way in which it is constitutively educative. But to get there and to capture a possible ‘Deweyan’ meaning of officium2, I have to investigate the meaning of officium1 (that related to the role of officials) and pick up again the thread of the discourse on officials and transubstantiation, from which this reflection on the officium has taken its cue. 2. bEyond thE logic of thE imPErativE: SEcularizEd tranSubStantiation and dEmocratic Education aS","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"68 1","pages":"20 - 5"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79702967","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}
ion This process involves abstraction. As Dewey observes, “Every work of art ‘abstracts’ in some degree from the particular traits of objects expressed.”7 The artist begins with materials as encountered in experience but abstracts from them, shapes and reshapes them as elements of a new experience that nonetheless retains the particularity and hence the vitality of the original. While a still life, for example, works with everyday materials such as apples and bottles, a still life by Chardin or Cezanne presents these materials in terms of relations of lines, planes and colors inherently enjoyed in perception. This re-ordering could not occur without some measure of ‘abstraction’ from physical existence.8 Speaking of Renoir’s nudes, Dewey states, The voluptuous qualities of flesh are retained, even accentuated. But conditions of the physical existence of nude bodies have been abstracted from. Through abstraction . . . ordinary associations with bare bodies are transferred into a new realm, for these associations are practical stimuli which disappear in the work of art.9
{"title":"Literary Art in the Formation of the Great Community: John Dewey’s Theory of Public Ideas in The Public and Its Problems","authors":"L. Waks","doi":"10.1353/EAC.2014.0010","DOIUrl":"https://doi.org/10.1353/EAC.2014.0010","url":null,"abstract":"ion This process involves abstraction. As Dewey observes, “Every work of art ‘abstracts’ in some degree from the particular traits of objects expressed.”7 The artist begins with materials as encountered in experience but abstracts from them, shapes and reshapes them as elements of a new experience that nonetheless retains the particularity and hence the vitality of the original. While a still life, for example, works with everyday materials such as apples and bottles, a still life by Chardin or Cezanne presents these materials in terms of relations of lines, planes and colors inherently enjoyed in perception. This re-ordering could not occur without some measure of ‘abstraction’ from physical existence.8 Speaking of Renoir’s nudes, Dewey states, The voluptuous qualities of flesh are retained, even accentuated. But conditions of the physical existence of nude bodies have been abstracted from. Through abstraction . . . ordinary associations with bare bodies are transferred into a new realm, for these associations are practical stimuli which disappear in the work of art.9","PeriodicalId":37095,"journal":{"name":"Education and Culture","volume":"1 1","pages":"35 - 46"},"PeriodicalIF":0.0,"publicationDate":"2014-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88585221","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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