Democracy and Education

Author: John Dewey
Publisher: The Floating Press
ISBN: 1775413586
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John Dewey's Democracy and Education: An Introduction to the Philosophy of Education seeks to both critique and further the educational philosophies espoused by both Rousseau and Plato. Dewey found that Rousseau's ideas overemphasized the individual, whereas Plato's did the same with the society that the individual lived in. Dewey felt this distinction to be a false one, seeing the formation of our minds as a communal process, like Vygotsky did. Hence an individual makes sense only as a part of society, and the society makes sense only as a realization of its individuals.

Can Education Change Society

Author: Michael W. Apple
Publisher: Routledge
ISBN: 0415875323
Format: PDF, ePub, Docs
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Despite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly by the radical educator George Counts in 1932 when he asked "Dare the School Build a New Social Order?", challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts' now iconic works, compares them to the equally powerful voices of minoritized people, and again asks the seemingly simply question of whether education truly has the power to change society. In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society. This touchstone volume is both provocative and honest about the ideological and economic conditions that groups in society are facing and is certain to become another classic in the canon of Apple's work and the literature on education more generally.

Creativity and Democracy in Education

Author: Jeff Adams
Publisher: Routledge
ISBN: 1317807472
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The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 children’s contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. Creativity and Democracy in Education will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education.

The Child and the Curriculum

Author: John Dewey
Publisher: Cosimo, Inc.
ISBN: 1616402873
Format: PDF, Docs
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In this single volume, readers will find two of John Dewey's insightful essays on education in America. He considered proper education to be fundamental to a functioning democracy. The problem, according to Dewey in The School and Society, with the old education model was that elementary schools did not encourage exploration and curiosity in their students. In The Child and the Curriculum, Dewey expands upon his definition of the ideal teaching method. A child's life, he says, is an integrated whole. A child will flow from one topic to another, taking a natural interest in subjects and dealing with a world of direct experience. School, on the other hand, addresses a world disconnected from a child's life. A more reasonable approach would be to strive to integrate their experience with the vast body of knowledge that society wishes them to know. By honoring the individual, both the student and the subject matter will come together in a process that produces a mature adult. American educator and philosopher JOHN DEWEY (1859-1952) helped found the American Association of University Professors. He served as professor of philosophy at Columbia University from 1904 to 1930 and authored numerous books, including How We Think (1910), Experience and Nature (1925), Experience and Education (1938), and Freedom and Culture (1939).

Teaching for Christian Wisdom

Author: Samy Estafanos
Publisher: Wipf and Stock Publishers
ISBN: 1498294375
Format: PDF, ePub, Mobi
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In many ways, Christian education in the Presbyterian Church in Egypt was deeply influenced by public education in Egypt. One of the negative consequences of such influence is the significant lack of developing and using critical thinking as a basic element of the process. While multiple factors—educational and theological—contribute to forming it, this problem manifests itself in many ways. The present research deals with the lack of critical thinking as a central problematic reality of the Christian education process in the Presbyterian Church in Egypt. In order to illuminate and address this problematic situation, Richard Osmer’s understanding of Christian education as practical theology is used to bring into dialogue American philosopher, psychologist, and educator John Dewey and reformer and theologian John Calvin. In light of this dialogue, not only the lack of critical thinking but also multiple other dimensions of the problematic situation of Christian education in the Presbyterian Church in Egypt are illuminated. Lack of democracy, lack of the use of experience, lack of creative pedagogies, lack of practical reason, and lack of theology from the process are some of these dimensions. Adapting Osmer’s comprehensive approach to Christian education as practical theology, Samy Estafanos proposes a “holistic approach towards Christian education” that aims at transforming education into a reconciling process.

We Make the Road by Walking

Author: Myles Horton
Publisher: Temple University Press
ISBN: 9780877227755
Format: PDF, ePub, Mobi
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This dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns.

Discourses on Livy

Author: Niccolò Machiavelli
Publisher: Courier Corporation
ISBN: 0486138534
Format: PDF, ePub, Mobi
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This influential study contrasts the government of ancient Rome with that of the author's 16th-century contemporaries. Topics include establishing a republic's internal structure, conducting warfare, and exhibiting leadership qualities.

How the Brain Learns

Author: David A. Sousa
Publisher: Corwin Press
ISBN: 1412997976
Format: PDF, ePub, Docs
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Give your brain knowledge a boost David A. Sousa continues his successful tradition of translating current research findings into effective classroom strategies and activities in this new version of his bestselling text. The fourth edition integrates the most current developments in neuroscience, education, and psychology to inform your instruction and enhance your students’ learning. Included are: New information on memory systems Findings on how technology affects the brain Information on brain organization and learning, and hemispheric specialization Evidence that supports the value of the arts in improving cognitive processing and creativity More than 150 new or updated references and an expanded index

A Cosmopolitanism of Nations

Author: Giuseppe Mazzini
Publisher: Princeton University Press
ISBN: 9781400831319
Format: PDF, Mobi
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This anthology gathers Giuseppe Mazzini's most important essays on democracy, nation building, and international relations, including some that have never before been translated into English. These neglected writings remind us why Mazzini was one of the most influential political thinkers of the nineteenth century--and why there is still great benefit to be derived from a careful analysis of what he had to say. Mazzini (1805-1872) is best known today as the inspirational leader of the Italian Risorgimento. But, as this book demonstrates, he also made a vital contribution to the development of modern democratic and liberal internationalist thought. In fact, Stefano Recchia and Nadia Urbinati make the case that Mazzini ought to be recognized as the founding figure of what has come to be known as liberal Wilsonianism. The writings collected here show how Mazzini developed a sophisticated theory of democratic nation building--one that illustrates why democracy cannot be successfully imposed through military intervention from the outside. He also speculated, much more explicitly than Immanuel Kant, about how popular participation and self-rule within independent nation-states might result in lasting peace among democracies. In short, Mazzini believed that universal aspirations toward human freedom, equality, and international peace could best be realized through independent nation-states with homegrown democratic institutions. He thus envisioned what one might today call a genuine cosmopolitanism of nations.

Reconstruction in Philosophy

Author: John Dewey
Publisher: 谷月社
ISBN:
Format: PDF
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Man differs from the lower animals because he preserves his past experiences. What happened in the past is lived again in memory. About what goes on today hangs a cloud of thoughts concerning similar things undergone in bygone days. With the animals, an experience perishes as it happens, and each new doing or suffering stands alone. But man lives in a world where each occurrence is charged with echoes and reminiscences of what has gone before, where each event is a reminder of other things. Hence he lives not, like the beasts of the field, in a world of merely physical things but in a world of signs and symbols. A stone is not merely hard, a thing into which one bumps; but it is a monument of a deceased ancestor. A flame is not merely something which warms or burns, but is a symbol of the enduring life of the household, of the abiding source of cheer, nourishment and shelter to which man returns from his casual wanderings. Instead of being a quick fork of fire which may sting and hurt, it is the hearth at which one worships and for which one fights. And all this which marks the difference between bestiality and humanity, between culture and merely physical nature, is because man remembers, preserving and recording his experiences.