The Handbook of Dewey's Educational Theory and Practice

Erscheinungsjahr 2019
ISBN: 978-90-04-40530-1
Verlag: Brill

Buch, Englisch, 368 Seiten, Format (B × H): 155 mm x 234 mm, Gewicht: 612 g

In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.

Autoren/Hrsg.

Lowery, Charles L

Jenlink, Patrick M

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Notes on Contributors

Part 1: Dewey and Educational Theory

1 Dewey’s Social Imaginary of Democratic Education: Democracy’s Role in Educating a Democratic Citizenry

Patrick M. Jenlink

2 What Is a Democracy?: What Does Education in a Democracy Need to Be According to Dewey?

Elizabeth Meadows

3 Mindfulness and Progressive Education

Kyle A. Greenwalt and Cuong H. Nguyen

4 John Dewey and Social Justice Education

Peter Nelsen

5 John Dewey and Feminism

Barbara J. Thayer-Bacon

6 Deweyan Pragmatism as Requisite to Postmodern Thought

Jessica A. Heybach and Eric C. Sheffield

7 Critical Thinking and Democratic Schooling

Maura Striano

8 Education for Democratic Citizenship from Critical Thinking to Inquiry Learning

William R. Caspary

Part 2: Dewey and Educational Practice

9 A Dewey Framework for Moral Training for Democracy in Education

Alison Taysum

10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach

Patrick M. Jenlink and Karen Embry Jenlink

11 Souls in the Lab: Building Rich Practical Experiences for Student Teachers and Young Children

Stephanie A. Burdick-Shepherd

12 A Deweyan Faith in Democratic Education: A Teacher’s Dedication
to Ensuring All Students Are Included

Michael E. Hess and Theodore J. Hutchinson

13 Promoting Educational Equity through Democratizing Intelligence

Laura M. Harrison and Shah Hasan

14 Living Curriculum as Commonplace

Margaret Macintyre Latta, Rhonda Draper, Kelly Hanson and Karen Ragoonaden

15 Adaptive Challenge: Teachers as Lead Professionals for Democratic Living

Daniel J. Castner

Part 3: Dewey and the Scholar-Practitioner Educational Leader

16 Educational Leadership for Democratic Culture

Robert Karaba

17 Civic Efficiency as a Democratic Ideal: Social Renewal through Dewey’s Continuous, Integrated Education

Charles L. Lowery and Connor J. Fewell

18 Organic Pedagogy: Where Dewey’s Democracy and Foucault’s Poststructuralism Meet: Pedagogical Experiences, Applications, and Critique

Chetanath Gautam

19 Experienced, but Not Yet Educated: How Dewey Should Still Contribute to Educational Philosophy

Chance D. Mays

20 Implications of Dewey’s Pragmatism for Digital Media Pedagogy

Lance E. Mason

21 How the Dewey-Lippmann Debate Informs Contemporary Education Policy

Monica Hatfield Price

22 John Dewey and the “Problem” of the Mundane: Implications for Philosophy of Educational Administration

Ali H. Hachem

Index

Über Autor(innen)

Charles L. Lowery, Ed.D. (2013), Stephen F. Austin State University, is Assistant Professor of Educational Administration at Ohio University. He has published many articles on democratic educational values and the moral democratic agency of educational leaders and co-edited books, including Un-Democratic Acts: New Departures for Dialogues in School and Society (Sense Publishers, 2016) and Quantum Realities: Educational Truth Telling in an Era of Alternative Facts (Kendall Hunt, 2017).

Patrick M. Jenlink, Ed.D. (1986), Oklahoma State University, is Professor of Educational Leadership at Stephen F. Austin State University. He has published peer-reviewed publications, edited books and many articles on the moral dimensions and dispositions of educators and educational leaders, including Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership (Rowman & Littlefield, 2009) and Educational Leadership and Moral Literacy: Understanding the Dispositions of Moral Leaders (Rowman & Littlefield, 2014).