In a time of for-profit schooling, continuing segregation, racism, book banning, unconscionable inequality, and antiquated approaches to pedagogy, the prescription for democratic schooling seems daunting. Yet the path is clear: We need to change society to enable democracy in schools; we need democratic schooling to bring the public out of its eclipse; and we need an engaged citizenry to address seemingly insurmountable challenges. Considerations such as this led the Schools journal to inaugurate this Symposium on Democratic Education in the Twenty-First Century. We recognize the magnitude of the task and make no claims to offer a complete or final solution. Nevertheless, the experiences reported in this and subsequent issues shine a light that aids along their path.
{"title":"What Is Democratic Education?","authors":"Bertram C. Bruce","doi":"10.1086/724401","DOIUrl":"https://doi.org/10.1086/724401","url":null,"abstract":"In a time of for-profit schooling, continuing segregation, racism, book banning, unconscionable inequality, and antiquated approaches to pedagogy, the prescription for democratic schooling seems daunting. Yet the path is clear: We need to change society to enable democracy in schools; we need democratic schooling to bring the public out of its eclipse; and we need an engaged citizenry to address seemingly insurmountable challenges. Considerations such as this led the Schools journal to inaugurate this Symposium on Democratic Education in the Twenty-First Century. We recognize the magnitude of the task and make no claims to offer a complete or final solution. Nevertheless, the experiences reported in this and subsequent issues shine a light that aids along their path.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"140 - 143"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052738","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 piece describes how the faculty of City-As-School used Descriptive Inquiry to generate shared educational principles during the 2020–21 school year during the coronavirus pandemic. City-As-School is a public experiential learning school in New York City serving older adolescents seeking an alternative to traditional high school. Descriptive Inquiry is an inquiry process developed by Patricia Carini and faculty at the Prospect School in Bennington, Vermont, that supports educators in understanding children and their own educational practice to teach for human dignity, ethical well-being, and holistic growth. The piece provides an introduction to City-As-School and briefly describes how faculty members have used Descriptive Inquiry to foster whole school professional learning and growth. The piece then details how the faculty used Descriptive Inquiry to surface and concretize shared educational principles during the 2020–21 school year, a poignant example of Patricia Carini’s notion of “making and doing philosophy in a school.”
这篇文章描述了在冠状病毒大流行期间的2020-2021学年，城市学院的教职员工如何使用描述性调查来生成共享的教育原则。City As School是纽约市的一所公立体验式学习学校，为寻求传统高中替代方案的老年青少年提供服务。描述性探究是由Patricia Carini和佛蒙特州本宁顿展望学校的教员开发的一个探究过程，支持教育工作者了解儿童和他们自己的教育实践，为人类尊严、道德幸福和整体成长而教学。这篇文章介绍了城市学校，并简要描述了教师如何使用描述性探究来促进整个学校的专业学习和成长。然后，这篇文章详细介绍了教师们如何在2020-2021学年使用描述性探究来展示和具体化共同的教育原则，这是Patricia Carini“在学校里创造和实践哲学”概念的一个深刻例子
{"title":"Using Descriptive Inquiry to Make and Do Philosophy in School","authors":"Rachel Seher","doi":"10.1086/724410","DOIUrl":"https://doi.org/10.1086/724410","url":null,"abstract":"This piece describes how the faculty of City-As-School used Descriptive Inquiry to generate shared educational principles during the 2020–21 school year during the coronavirus pandemic. City-As-School is a public experiential learning school in New York City serving older adolescents seeking an alternative to traditional high school. Descriptive Inquiry is an inquiry process developed by Patricia Carini and faculty at the Prospect School in Bennington, Vermont, that supports educators in understanding children and their own educational practice to teach for human dignity, ethical well-being, and holistic growth. The piece provides an introduction to City-As-School and briefly describes how faculty members have used Descriptive Inquiry to foster whole school professional learning and growth. The piece then details how the faculty used Descriptive Inquiry to surface and concretize shared educational principles during the 2020–21 school year, a poignant example of Patricia Carini’s notion of “making and doing philosophy in a school.”","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"122 - 139"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498766","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 article follows Mary Hebron’s journey alongside Patricia F. Carini for more than 30 years. The journey begins with the author’s first visit to the Prospect School and Center in North Bennington, Vermont, and continues across her work alongside Pat Carini in the Mamaroneck School District and in the Art of Teaching Graduate Program at Sarah Lawrence College. The impact of Carini’s philosophy, and the Prospect Descriptive Processes she developed, is the ground on which the article is founded. The ways in which teachers, parents, student teachers, and, of course, children benefited are described.
{"title":"In Pursuit of the Art of Teaching","authors":"Mary Hebron","doi":"10.1086/724404","DOIUrl":"https://doi.org/10.1086/724404","url":null,"abstract":"This article follows Mary Hebron’s journey alongside Patricia F. Carini for more than 30 years. The journey begins with the author’s first visit to the Prospect School and Center in North Bennington, Vermont, and continues across her work alongside Pat Carini in the Mamaroneck School District and in the Art of Teaching Graduate Program at Sarah Lawrence College. The impact of Carini’s philosophy, and the Prospect Descriptive Processes she developed, is the ground on which the article is founded. The ways in which teachers, parents, student teachers, and, of course, children benefited are described.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"85 - 100"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660556","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 study investigates the hopes of a group of Finnish of ninth-graders and how hopeful they are. This study also explores how to teach in a way that promotes hope. The theoretical framework of this study combines two different theories of hope, C. R. Snyder’s psychological hope theory and Paulo Freire’s philosophy of hope. This study holds that hope is critical for democratic education. To foster hope, the students were taught how to set good goals and were helped to set goals for themselves along these lines. The students also worked on a two-week project that focused on their societal hopes and fears for the future. The project was an integral part of their social studies class, a means to promote hope in students, and a way to gather data about their perceived societal hopes and fears about the future. The most common themes in the students’ hopes and fears revolved around climate change, social justice, and war and peace.
{"title":"Dream Societies—Promoting Hope in Finnish Ninth-Graders","authors":"Antti Alanko","doi":"10.1086/724398","DOIUrl":"https://doi.org/10.1086/724398","url":null,"abstract":"This study investigates the hopes of a group of Finnish of ninth-graders and how hopeful they are. This study also explores how to teach in a way that promotes hope. The theoretical framework of this study combines two different theories of hope, C. R. Snyder’s psychological hope theory and Paulo Freire’s philosophy of hope. This study holds that hope is critical for democratic education. To foster hope, the students were taught how to set good goals and were helped to set goals for themselves along these lines. The students also worked on a two-week project that focused on their societal hopes and fears for the future. The project was an integral part of their social studies class, a means to promote hope in students, and a way to gather data about their perceived societal hopes and fears about the future. The most common themes in the students’ hopes and fears revolved around climate change, social justice, and war and peace.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"187 - 206"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43026418","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":":Woke Is Not Enough: School Reform for Leaders with Justice in Mind","authors":"John Samuel Tieman","doi":"10.1086/724411","DOIUrl":"https://doi.org/10.1086/724411","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46812568","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}
Aleksi Fornaciari, Matti Rautiainen, M. Hiljanen, Riitta Tallavaara
Teacher education (TE) in Finland is based on strong university autonomy, including the right to decide the curriculum content and the teaching methods. Democracy and its values are generally seen as central principles for TE, and the normative basis for education promoting democratic culture is strong. However, in practice, education for democracy is not at the core of TE. On the contrary, building a culture of democracy and action with students is unsystematic and dependent on individual teachers. To overcome this challenge, we studied a group of 18 first-year teacher students focused on democracy education. The study suggests that with systematic education toward a strong conceptualization of “teachers as democratic/societal agents,” TE can promote a teacher who sets being an active and societally participative democratic individual as their primary objective. This study also shows that democratic education requires long-term education, not just single courses.
{"title":"Implementing Education for Democracy in Finnish Teacher Education","authors":"Aleksi Fornaciari, Matti Rautiainen, M. Hiljanen, Riitta Tallavaara","doi":"10.1086/724403","DOIUrl":"https://doi.org/10.1086/724403","url":null,"abstract":"Teacher education (TE) in Finland is based on strong university autonomy, including the right to decide the curriculum content and the teaching methods. Democracy and its values are generally seen as central principles for TE, and the normative basis for education promoting democratic culture is strong. However, in practice, education for democracy is not at the core of TE. On the contrary, building a culture of democracy and action with students is unsystematic and dependent on individual teachers. To overcome this challenge, we studied a group of 18 first-year teacher students focused on democracy education. The study suggests that with systematic education toward a strong conceptualization of “teachers as democratic/societal agents,” TE can promote a teacher who sets being an active and societally participative democratic individual as their primary objective. This study also shows that democratic education requires long-term education, not just single courses.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"164 - 186"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44699622","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 article reports findings from an ongoing study that examines the experiences and engagement of pregnant and parenting youth (PPY) attending an alternative school in Chicago and the sorts of instructional approaches and activities that can promote their social justice–oriented advocacy and leadership skills. This project used Youth Participatory Action Research (YPAR) and ethnographic methods involving a team of African American and Latinx PPY in designing and implementing research projects and media campaigns aimed at better understanding the experiences of young parents. This study found that PPY gained valuable knowledge and skills from their participation in engagement and advocacy projects in which they had opportunities to address issues relevant to their lives and communities. This study hopes to inform the development and implementation of services and initiatives for PPY and to help reimagine possibilities for PPY’s role in advocacy and activism on behalf of themselves and their children.
{"title":"“Proving Them Wrong”","authors":"L. R. Johnson","doi":"10.1086/724406","DOIUrl":"https://doi.org/10.1086/724406","url":null,"abstract":"This article reports findings from an ongoing study that examines the experiences and engagement of pregnant and parenting youth (PPY) attending an alternative school in Chicago and the sorts of instructional approaches and activities that can promote their social justice–oriented advocacy and leadership skills. This project used Youth Participatory Action Research (YPAR) and ethnographic methods involving a team of African American and Latinx PPY in designing and implementing research projects and media campaigns aimed at better understanding the experiences of young parents. This study found that PPY gained valuable knowledge and skills from their participation in engagement and advocacy projects in which they had opportunities to address issues relevant to their lives and communities. This study hopes to inform the development and implementation of services and initiatives for PPY and to help reimagine possibilities for PPY’s role in advocacy and activism on behalf of themselves and their children.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"144 - 163"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43147219","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 article describes through six brief stories or illustrative examples the impact of Patricia Carini’s work on the practice of two maestras bilingües at a large urban school in the Southwest. Carini supported the school’s community for several years in apprenticing descriptive inquiry, as they developed a stance of attending to children and families with care. The authors connect Carini’s vision of “human capacity widely distributed” with María Lugones’s ideas of “Playfulness, ‘World’-Traveling, and Loving Perception” and “Purity, Impurity, and Separation,” as well as lessons from Robin Wall Kimmerer’s work. These descriptive stories draw attention to a perspective of teaching as intellectual/philosophical and practical work. In addition, the authors contend that by taking a flexible, responsive descriptive stance, teaching can become civic, ethical, and critical work.
{"title":"Becoming Maestras","authors":"Cecilia M. Espinosa, Renee C. Bachman","doi":"10.1086/724402","DOIUrl":"https://doi.org/10.1086/724402","url":null,"abstract":"This article describes through six brief stories or illustrative examples the impact of Patricia Carini’s work on the practice of two maestras bilingües at a large urban school in the Southwest. Carini supported the school’s community for several years in apprenticing descriptive inquiry, as they developed a stance of attending to children and families with care. The authors connect Carini’s vision of “human capacity widely distributed” with María Lugones’s ideas of “Playfulness, ‘World’-Traveling, and Loving Perception” and “Purity, Impurity, and Separation,” as well as lessons from Robin Wall Kimmerer’s work. These descriptive stories draw attention to a perspective of teaching as intellectual/philosophical and practical work. In addition, the authors contend that by taking a flexible, responsive descriptive stance, teaching can become civic, ethical, and critical work.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"52 - 84"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45666841","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 College Theology Society was founded in 1954 and launched Horizons as its journal twenty years later. What journal of Catholic theology grounded in the spirit of aggiornamento of the Second Vatican Council, dedicated to cutting-edge scholarship, and passionate about pedagogy would not want its first issue to feature a contribution from someone whose work seamlessly embodies all three of these commitments? Horizons's inaugural issue did just this when it published Raymond E. Brown's June 1974 keynote address delivered for the annual convention of the CTS.
{"title":"Editor’s Introduction","authors":"Andy Kaplan","doi":"10.1086/724396","DOIUrl":"https://doi.org/10.1086/724396","url":null,"abstract":"The College Theology Society was founded in 1954 and launched Horizons as its journal twenty years later. What journal of Catholic theology grounded in the spirit of aggiornamento of the Second Vatican Council, dedicated to cutting-edge scholarship, and passionate about pedagogy would not want its first issue to feature a contribution from someone whose work seamlessly embodies all three of these commitments? Horizons's inaugural issue did just this when it published Raymond E. Brown's June 1974 keynote address delivered for the annual convention of the CTS.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"1 - 5"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46596526","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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