John Deweys Philosophy of Education

John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.

The only introduction to the work of John Dewey for educators that places him in direct dialogue with contemporary European thinkers including Zygmunt Bauman, Michel Foucault, Pierre Bourdieu, Jacques Derrida, Emmanuel Levinas, Richard Rorty.The book also places Dewey in Dialogue with the late neopragmatist Richard Rorty. The result is a much more contemporary understanding of Dewey's many strengths Unlike other educational works, we not only show the continued relevance of Dewey for our times, but provide friendly, but sturdy critiques of Dewey's limitations as well The introduction is keyed to Deweyan texts that are immensely important within his corpus, but in most cases unknown to educators The last section of the book where we place Dewey in direct dialogue with Bauman, Foucault, Bourdieu, Derrida, Levinas, and Rorty concludes with a series of openended questions leaving it to the reader to decide for themselves what they think about the diverging opinions between Dewey and these prominent late twentieth and early twenty firstcentury thinkers

Autorentext
Jim Garrison is Professor of Education at Virginia Tech University, USA

Stefan Neubert teaches at the Faculty of Human Sciences at the University of Cologne, Germany. He is co-director of the Cologne Dewey Center.

Kersten Reich teaches in the Faculty of Human Sciences at the University of Cologne, Germany.

Inhalt
Introduction
PART I: EDUCATION AND CULTURE THE CULTURAL TURN
Nature and Culture
Culture and Experience
Education and Social Life
Formal and Informal Education
Interaction, Transaction, and Communication
Selection of Target Texts
PART II: EDUCATION AS RECONSTRUCTION OF EXPERIENCE THE CONSTRUCTIVE TURN
Experience and Education: The biological Dimension
Experience and Education: The social Dimension
Experience and Education: Growth
The Reflex Arc Concept
Habits, Impulse, and Intelligence
Inquiry and the Five Steps of Research and Reflective Learning
Re/De/Construction
Selection of Target Texts
PART III: EDUCATION, COMMUNICATION, AND DEMOCRACY THE COMMUNICATIVE TURN
Education and Communication
Learning and Joint Activities
The Democratic Vision
Participation and Diversity
Social Intelligence and Democratic Reconstruction
Selection of Target Texts
PART IV: CRITICISM AND CONCERNS RECONSTRUCTING DEWEY FOR OUR TIMES
Introduction
Bauman
Foucault
Bourdieu
Derrida
Levinas
Rorty