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Showing 46 to 60 of 178 results Save | Export
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Oliverio, Stefano – Education and Culture, 2014
The paper tackles the fundamental question of whether democracy has by now been turned into a meaningless liturgy of a past religion and proposes a Deweyan answer which points to the need to fully realize modernity in order to bring into existence a genuine democracy. By deploying an archaeological reading of "The Public and Its…
Descriptors: Democracy, Social Theories, Role of Education, Educational Theories
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Labaree, David F. – Education and Culture, 2014
In this 2013 John Dewey Society Lecture I examine the history and the structure of the American system of higher education. I argue that the true hero of the story is the evolved "form" of the American university and that all the things we love about it, like free speech, are the side effects of a structure that arose for other purposes.…
Descriptors: Higher Education, Educational Philosophy, Educational Attitudes, Freedom of Speech
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Cavanaugh, Shane – Education and Culture, 2014
Feelings of awe, wonder, and appreciation have been largely ignored in the working lives of scientists and, in turn, science education has not accurately portrayed science to students. In an effort to bring the affective qualities of science into the classroom, this work draws on the writings of the sublime by Burke, Kant, Emerson, and Wordsworth…
Descriptors: Educational Philosophy, Science Education, Aesthetics, Scientists
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Heybach, Jessica A.; Sheffield, Eric C. – Education and Culture, 2014
In this article, we first suggest that contemporary school policies and practices represent a utopia-gone-wrong. In striving for an unattainable educational utopia--that is, all students will be proficient in math and reading by 2014--current polices and their resulting practices have brought a classic dystopian turn--the dehumanization of…
Descriptors: Aesthetics, Educational Theories, Educational Experience, Educational Policy
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Vannatta, Seth C. – Education and Culture, 2014
The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the…
Descriptors: Test Coaching, Teaching Methods, Test Content, Introductory Courses
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Misco, Thomas – Education and Culture, 2014
This paper focuses on the primary problem of the public, as advanced in "The Public and its Problems," which Dewey described as the need to improve "methods of debate, discussion, and persuasion" for the purposes of "perfecting the process of inquiry" (Dewey, 1927/1954, p. 208). I first situate these modes of…
Descriptors: Controversial Issues (Course Content), Social Studies, Democracy, Inquiry
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Shuffelton, Amy B. – Education and Culture, 2014
This article considers the 2012 Chicago Teachers Strike in light of John Dewey's "The Public and Its Problems." It engages Dewey's conceptualization of practical reason to challenge the educational reform movement's commitment to technocratic decision-making.
Descriptors: Teacher Strikes, Educational Change, Educational Policy, Activism
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Celik, Rasit – Education and Culture, 2014
Creating a democratic nation-state and sustaining its progress was seen by the founders of the Republic of Turkey as necessary to achieving the goal of becoming a distinguished member among developed civilizations. The founders conceived of education as a main instrument in disseminating this new ideology and ensuring the emergence of a culture of…
Descriptors: Foreign Countries, Ideology, Educational Philosophy, Educational Development
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Ek, Andrew; Macintyre Latta, Margaret A. – Education and Culture, 2013
A prospective teacher and a teacher educator enter into a yearlong conversation seeking greater curricular physicality and materiality within its enactment. Dewey's (1938) temporal educative relation of teaching and learning as an ever-present process is helpful, asking both parties to dwell mindfully at the intersections of teaching/learning…
Descriptors: Preservice Teachers, Teacher Educators, Teacher Education Curriculum, Educational Philosophy
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Bruce, Bertram C.; Bloch, Naomi – Education and Culture, 2013
This paper develops a philosophical basis for the concept of community inquiry. Community inquiry derives from pragmatist theory as articulated by Dewey, Peirce, Addams, and others. Following Brendel, we discuss pragmatism in terms of its emphasis on the practical dimensions of inquiry, the pluralistic nature of the tools that are used to study…
Descriptors: Philosophy, Inquiry, Community, Case Studies
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Day, Michael; Harbour, Clifford P. – Education and Culture, 2013
Adult education scholars have not yet examined the connections between the philosopher, John Dewey, and the lecturer on adult education, Everett Dean Martin. These scholars generally portray Dewey as indifferent to their field. However, Dewey's correspondence with a New York newspaper editor in 1928, recommending Martin's The Meaning of…
Descriptors: Adult Education, Educational Philosophy, Reflection
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Shook, John – Education and Culture, 2013
Interpretations of John Dewey's political theory grasp his respect for public deliberation, but typically overlook his ethical justification for democracy. Dewey gave two primary reasons why democracy is superior to other forms of government. First, a public educated in the tools of social intelligence can be more effective at managing their…
Descriptors: Ethics, Democracy, Citizen Participation, Philosophy
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Lake, Danielle L. – Education and Culture, 2013
While the U.S. health care system is failing to serve many of its citizens, agreeing on what is wrong as well as on how to fix the system seems impossibly optimistic. Leonard Fleck attempts to do just this--to diagnose the problems and to address these problems through dialogue. Dewey's philosophy supports the direction of Fleck's work,…
Descriptors: Ethics, Health Services, Philosophy, Problems
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Oral, Sevket Benhur – Education and Culture, 2013
In this article, it is argued that fulfilling teaching and educative experiences go hand in hand. Not only is it possible to be fully alive as a teacher, it is also essential for educative experience to unfold in students. To substantiate the claim made here, an analysis of what I would like to call the ideal of teaching as consummatory experience…
Descriptors: Instruction, Educational Experience, Philosophy, Experience
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Garrison, Jim – Education and Culture, 2013
Educators frequently fret over how to bridge the gap between theory and practice. In an important sense, it is a false problem. Theory is simply the thoughtful, reflective phase of good practice. We will approach Dewey's philosophy as one of continuous creation and re-creation or even more precisely, social co-creation, that requires making…
Descriptors: Educational Philosophy, Theory Practice Relationship, Educational Practices, Educational Theories
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