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This book provides a glimpse into today's school system. Readers are challenged to question the school's purpose through a more human lens.
John Dewey is widely accepted as one of the greatest educational philosophers of all time. Over 100 years ago, he warned that we must reset education. Without change, our society would suffer, and our democracy would wither. Now’s the time to change. This book builds on information Dewey shared regarding the basic educational necessities and compares his findings to what is really happening in today’s schools. Heart-felt experiences are woven into the chapters and make us question the purpose of school, what teachers are facing, and if children really are the center. This book is a glimpse of what Dewey might say to us today, and without change, why the future of our democracy is in trouble. Sharing real-world needs grounded in the basics, every reader will look at education like never before. United, we can finally get education moving in the direction it should have been going 100 years ago.
A concise, eminently readable introduction to the thought of America's most prominent philosopher.
Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural heritage. Opponents contend that testing results in prolific cheating, higher drop-out rates, and a narrowing curriculum with emphases on teaching to the test. Moreover, some evidence suggests that a singular focus on passing the test at all costs leads to neglect in other areas including attending to students' spiritual and ethical needs as well as developing abilities to collaborate with others, communicate effectively, and innovatively solve problems. Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.
What virtues are necessary for democracy to succeed? This book turns to John Dewey and Reinhold Niebuhr, two of America’s most influential theorists of democracy, to answer this question. Dewey and Niebuhr both implied—although for very different reasons—that humility and mutuality are important virtues for the success of people rule. Not only do these virtues allow people to participate well in their own governance, they also equip us to meet challenges to democracy generated by free-market economic policy and practices. Ironically, though, Dewey and Niebuhr quarreled with each other for twenty years and missed the opportunity to achieve political consensus. In their discourse with each other they failed to become “one out of many,” a task that is distilled in the democratic rallying cry “e pluribus unum.” This failure itself reflects a deficiency in democratic virtue. Thus, exploring the Dewey/Niebuhr debate with attention to their discursive failures reveals the importance of a third virtue: democratic tolerance. If democracy is to succeed, we must cultivate a deeper hospitality toward difference than Dewey and Niebuhr were able to extend to each other.
Dewey's Democracy and Education Revisited focuses on democratic schools/democratic education and the work of teacher and leader practitioners in the new millennium, taking into consideration the complex and dynamic nature of preparing leaders for changing roles in schools amidst the challenges of standards and accountability, the No Child Left Behind Act, licensure/certification issues, increasing diversity, issues of social justice, shifting demographics, and the myriad of social issues that make democratic leadership necessary. The book presents a collection of contemporary discourses that reconsider the relationship of democracy as a political ideology and American ideal (i.e., Dewey's progressivist ideas) and education as the foundation of preparing democratic citizens in America. Jenlink takes the reader into a reflective and critical examination of Dewey's ideas on democratic education, set forth in the classic philosophy text, Democracy and Education. Each chapter draws the reader into a discussion of the salient and relevant points Dewey argued, and juxtaposes Dewey's points with the issues challenging educators today, in particular focusing on the challenge of fostering democratic education and leadership for America's schools.
"An annotated edition of John Dewey's work of democratic theory, first published in 1927. Includes a substantive introduction and bibliographical essay"--Provided by publisher.
"Essays, reviews, miscellany, and A Common Faith"--Jacket
This book examines some of John Dewey's most influential writings by connecting them with contemporary issues, perspectives, controversies and debates. This volume provides students and scholars in the fields of education and philosophy a new, unique and innovative way of approaching the problems and opportunities of democracy and education.