Learning from John Dewey for transcultural practice
- Paperback / softback, 202 pages, 234 mm x 156 mm
- 5 Sep 2016
- UCL IOE Press
Dewey in Our Time brings together leading writers from around the world who are actively engaged in applying Dewey’s thought to the challenges facing educational systems and teachers in school. Issues concerning equity, social justice, curriculum and pedagogy, teachers’ roles and their professional identity are considered, with examples from the Americas, Asia and Europe.
John Dewey’s outstanding achievement was to generate a discourse that has informed both educational policymaking and classroom activity, around the globe and over the course of a century. His ideas provoked controversy during his own lifetime, and increasingly so with the dominant neoliberal trend of globalized politics in the twenty-first century. On the one hand he inspired ways of teaching and learning that are especially apt in our own technological age; on the other, his breadth of philosophical critique continues to be evoked and emulated by critical thinkers on education today.
Peter Cunningham is Emeritus Fellow at Homerton College, University of Cambridge.
Ruth Heilbronn is Lecturer in Education at the UCL Institute of Education.
CONTENTS: Introduction, by Peter Cunningham and Ruth Heilbronn; PART 1: DEWEY IN CHANGING TRANSCULTURAL CONTEXTS; 1. ‘On a piece of research together’: Teaching at John Dewey’s Laboratory School, with implications for teacher education today, by Anne Durst; 2. Textbook Dewey: Disseminating educational philosophy, then and now, by Peter Cunningham; 3. Democracy and Education then and now: 'De-pragmatizing' and 'ultra-pragmatizing' readings of John Dewey’s pedagogy, by Gonzalo Jover; 4. From Dewey to Kinokuni: An intellectual and professional journey in Japan, by Yoko Yamasaki; 5. John Dewey and the comprehensive high school, by William G. Wraga; PART 2: DEWEY, PEDAGOGY AND PRACTICE IN OUR TIME; 6. Dewey and the teaching experience, by Javier Sáenz Obregón; 7. Dewey, knowledge and experience in ethical teaching, by Ruth Heilbronn; 8. The ‘in-between’ of learning: (Re)valuing the process of learning, by Andrea R. English; 9. In defence of pragmatism: The teacher as researcher, by Richard Pring; 10. Reconstructing Deweyan democratic education for a globalizing world, by Jessica Ching-Sze Wang; Postscript: Deweyan practice in our time, by Peter Cunningham and Ruth Heilbronn; Index
'This energetic volume gathers an international group of scholars and practitioners to consider Dewey’s legacy for teaching and learning theoretically, historically, and transculturally. We see in detail how Dewey continues to influence thought, learning, social movements, and curricular practice across the globe. Permeated with a vibrant and prospective tone, this book focuses on a Dewey we can all reflect upon, reconstruct, and enact to build a pluralistic and global progressive education in this century.'
'Congratulations to Peter Cunningham and Ruth Heilbronn and their collaborators. Their re-reading of Dewey’s pragmatist notion of education as a non-interrupted experiment opens a door to engage in debate on contemporary tensions between neo-liberalism and Dewey’s democratic conception of education. Dewey is introduced as an inspiring source to work out renewed conceptions of education in pluralistic settings within a globalized landscape. That is important because a critical reading of our theoretical and practical heritage is imperative for rethinking educational theory in light of our epistemic shifts. The contributors have taken critical steps toward furthering the project of mapping Dewey’s conception of democracy and education in historical practice without neglecting Dewey’s philosophical grounding.'