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Hytten, Kathy – Education and Culture, 2019
In this essay, I reflect on the need for an activist notion of hope as an antidote to the social, political, and educational challenges we face in our current times. I first discuss some of these challenges as well as emergent signs of hope based upon different ways of telling the stories of our present. I then define hope as a way of being and…
Descriptors: Democracy, Reflection, Activism, Psychological Patterns
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Ralston, Shane J. – Education and Culture, 2019
This article explores the possibility that John Dewey's silence about which democratic means are needed to achieve democratic ends, while confusing, makes greater sense if we appreciate the notion of political technology from an anthropological perspective. Michael Eldridge relates the exchange between John Herman Randall, Jr. and Dewey in which…
Descriptors: Educational Philosophy, Democratic Values, Democracy, Political Issues
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Stengel, Barbara S. – Education and Culture, 2018
How can and will educators in any setting work with young people of all ages to enable them to develop the ability to interrogate--without denigrating--the claims of candidates, the newsmaking of media, the needs of their neighbors, and the fears of their family members? The answer I offer and defend here involves two dispositions--creative…
Descriptors: Creativity, Positive Attitudes, Democracy, Educational Philosophy
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Vaughan, Kelly – Education and Culture, 2018
John Dewey was a progressive theorist, a pragmatist, a philosopher, and arguably the most influential American educator of the twentieth century. Yet, despite extensive documentation about John Dewey's philosophies of education and democracy, there is limited research and no consensus about Dewey's views about race and racism. I use a combination…
Descriptors: Progressive Education, Educational Change, African American Students, Educational Philosophy
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Harðarson, Atli – Education and Culture, 2018
In "Democracy and Education," John Dewey argued that teachers should have control over their own work. He was, though, not only concerned about workplace democracy for teachers. He also argued against the philosophical underpinnings of educational policies that reproduced social hierarchies in the workplace. The main arguments of Dewey's…
Descriptors: Democracy, Educational Practices, Progressive Education, Educational Policy
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Anderson, Tyson – Education and Culture, 2018
Challenges to education today are part of a wider cultural context. Dewey, Heidegger, and certain Russian thinkers have remarkably similar diagnoses of our post-Cartesian reductive condition. In education this complex appears as "educational materialism." In contrast, a "sophic education" would be similar to Bulgakov's…
Descriptors: Educational Philosophy, Cultural Context, Advocacy, Democracy
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Cohan, Audrey; Howlett, Charles F. – Education and Culture, 2017
The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars…
Descriptors: Peace, Educational Philosophy, Teaching Methods, Democracy
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Ferriter, Courtney – Education and Culture, 2017
In recent years, opposition to Communism has emerged as Sidney Hook's central philosophical legacy in the eyes of scholars and historians, who tend to ignore all of Hook's pre-Cold War philosophical contributions. Furthermore, critics who treat Hook's anti-Communism often accuse him of abandoning pragmatism for dogmatism in his later career. In…
Descriptors: Social Systems, Democracy, Mentors, Political Attitudes
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Mason, Lance E. – Education and Culture, 2017
This paper explores the significance of Dewey's "Democracy and Education" for "21st-century education," a term used by proponents of curricular standardization and digital ubiquity in classrooms. Though these domains have distinct advocacy groups, they often share similar assumptions about the primary purposes of schooling as…
Descriptors: Democracy, Educational Philosophy, Standards, Advocacy
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Greenwalt, Kyle A.; Nguyen, Cuong H. – Education and Culture, 2017
In this paper, we explore the degree to which the Buddhist mindfulness practice and the habits of democratic citizenship can be reconstructed in light of each other. We ask what mindfulness is, seeking to first understand it in its Buddhist context. Then we turn to the work of John Dewey in order to seek possibilities for mutual reconstruction.…
Descriptors: Aesthetics, Democratic Values, Citizenship Education, Progressive Education
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Hanes, Jay Michael; Weisman, Eleanor – Education and Culture, 2016
Two artist-educators analyzed their creative process informed by John Dewey's concepts regarding the act of expression. The essay interweaves a description of their performance piece with a discussion of conceptual processes, including intermediality and collaboration as crucial in art making, learning, and pedagogical efficacy. Both the creation…
Descriptors: Creativity, Art Expression, Self Expression, Experience
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Fesmire, Steven – Education and Culture, 2016
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…
Descriptors: Democracy, Role of Education, Industry, Educational Methods
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Dotts, Brian W. – Education and Culture, 2016
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…
Descriptors: Philosophy, Democracy, Social Theories, Democratic Values
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Weible, Davide – Education and Culture, 2015
The present research focuses on one aspect of John Dewey's teaching methodology--the role of imagination--that, though not fully developed into a coherent theory within his writings on education, and hence underestimated in the subsequent secondary literature, stands up to criticism and still proves to be viable. In the second section of the…
Descriptors: Imagination, Teaching Methods, Cognitive Development, Democracy
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Deweese-Boyd, Ian T. E. – Education and Culture, 2015
After offering an overview of the Utopian's educational vision, along with their understanding of the obstacles keeping schools from realizing this vision, this paper examines the objection that the Utopians (and John Dewey) naïvely reject the reality of economic motivation in learning. A consideration of Dewey's own understanding of curriculum,…
Descriptors: Educational Philosophy, Progressive Education, Democracy, Educational Theories
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