Contemporary political and socioeconomic conditions largely characterized by corruption and inequity have added new urgency to recurring calls for reorienting American public schools to their historic purpose: educating a citizenry both equipped and motivated to serve as the ultimate guardians of democracy. In these two brief books, Dewey offers readers both the motivation to engage in the struggle for a new emphasis on educating for democratic citizenship and the guidance necessary to translate his theory into effective practice.
View more information about Moral Principles in Education and My Pedagogic Creed by John Dewey
We would like to announce a new, edited book by Jay Hanes and Eleanor Weisman titled, The Role of the Arts in Learning: Cultivating Landscapes of Democracy.
Jay Hanes and Eleanor Weisman’s new book is grounded in philosophy from John Dewey and Maxine Greene. It sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education. Providing both theoretical and concrete examples of the importance of a contemporary arts education, this book offers imaginative ways the arts and sciences intersect with democratic learning and civic engagement. Chapters focus on education in relation to diversity, apprenticeship, and civic engagement; neuroscience and cognition; urban aesthetic experience and learning; and science and art intelligence.
With a Critical Introduction by noted scholar Patricia H. Hinchey, Myers Education Press will release the newest edition of John Dewey’s Democracy and Education in April 2018.
Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Education speaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot “flourish” if “the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses.” As such utilitarian subject matter is increasingly placed online, isolating individual students and their electronic screens, he insists that education happens not through direct instruction but “indirectly by means of the environment” where members of a community engage in meaningful tasks. This volume includes a critical Introduction by noted scholar Patricia H. Hinchey, Professor Emerita of Education at Penn State.
View more information about the newest edition of Democracy and Education.
Sarah Stitzlein’s new book, American Public Education and the Responsibility of its Citizens, argues that public schools are central to a flourishing democracy, where children learn how to solve problems together, build shared identities, and come to value justice and liberty. Taking up John Dewey’s legacy, Stitzlein’s book does several things,
- Helps citizens understand recent changes in school practice and governance
- Responds to citizens feeling disinterested in public institutions and helps them see not only that they should support them, but also how they can do so, including offering specific examples of people and communities that are already succeeding in this work
- Offers a critical, but hopeful vision for how citizens can respond to problems in schools and how they can alleviate them
- Focuses on hope and a vision of shared public work for the common good in the midst of a climate the emphasizes individualism and personal gain.
Along with your new membership, you will receive two classic books: John Dewey’s The Sources of a Science of Education and Dan Tanner’s book on the history of the John Dewey Society, Crusade for Democracy: Progressive Education at the Crossroads. The Society thanks the Tanner Foundation for making this offer possible.
Visit the Membership page to join today!
In John Dewey, America’s Peace-Minded Educator, authors Charles F. Howlett and Audrey Cohan take a close look at John Dewey’s many undertakings on behalf of world peace. This volume covers Dewey’s support of, and subsequent disillusionment with, the First World War as well as his postwar involvement in trying to prevent another world war. Other topics include his interest in peace movements in education, his condemnation of American military intervention in Latin America and of armaments and munitions makers during the Great Depression, his defense of civil liberties during World War II, and his cautions at the start of the atomic age. The concluding epilogue discusses how Dewey fell out of favor with some academics and social critics in the 1950s and explores how Dewey’s ideas can still be useful to peace education today.
Exploring Dewey’s use of pragmatic philosophy to build a consensus for world peace, Howlett and Cohan illuminate a previously neglected aspect of his contributions to American political and social thought and remind us of the importance of creating a culture of peace through educational awareness.
For additional information: download book flier
Purchase the book: here
Kyle Greenwalt’s new book, Home/Schooling: Creating Schools that Work for Kids, Parents and Teachers, examines how, during the nineteenth century, American social reformers took hold of an already existing institution—the school—and sought to make it compulsory. In the process, they supplanted parents and domestic life—the home—as the primary educational force for children.
In this book, Greenwalt argues that as education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life—one based upon a sentimentalized maternity, where love can always triumph over the “public” and “masculine” forces of competition, merit, and hierarchy. In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control. Greenwalt argues that it doesn’t need to be this way. That it is time to rethink the ways in which parents and teachers interact with one another. That it is time to redefine “homeschooling” as something all families engage in and that all public schools should seek to support.
For more information: Home/Schooling
Eric Thomas Weber’s Uniting Mississippi: Democracy and Leadership in the South applies a new, philosophically informed theory of democratic leadership to Mississippi’s challenges. Governor William F. Winter has written a foreword for the book, supporting its proposals.
For more information: Uniting Mississippi
Cliff Harbour’s John Dewey and the Future of Community College Education, explains how faculty and staff at American community colleges can develop a new normative vision for their institution based on the work of John Dewey. More than other postsecondary institutions, community colleges are under increasing pressure to vocationalize their curricula and substantially increase graduation rates. Often the consequence of these “reforms” is to deny community college students the opportunity to learn from their experience and prepare for a full life in democratic communities. Harbour’s text provides concise parallel histories of the community college and John Dewey and shows how the philosopher is much more relevant to public two-year institutions than previously acknowledged.
For more information: John Dewey and the Future of Community College Education
The International Handbook of Progressive Education (New York: Peter Lang, 2015) has just been published. This handbook includes contributions from many John Dewey Society members.
The handbook is a large collection representing many historical periods and regions of the world. Chapters include, but are not limited to the Progressive Education period in the early 20th century US. The editors involved with the project hope that it will become an essential resource for anyone interested in progressive possibilities in education.
For more information: International Handbook of Progressive Education
The John Dewey Society is pleased to announce a new book by one of its members titled, Dewey’s Earlier Logical Inquiry. This book provides an analysis of Dewey’s pre-1916 work on logic and its relationship to his better-known work from 1938.
James Scott Johnston is a Jointly Appointed Associate Professor of Education and Philosophy at Memorial University in Canada and at Memorial University of Newfoundland.
For more information: Dewey’s Earlier Logical Inquiry.
The John Dewey Society is pleased to announce a new book by one of its members, Craig Cunningham. The book is titled, Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education.
For more information: Systems Theory for Pragmatic Schooling
The John Dewey Society is pleased to announce a new book by its members titled, Living As Learning: John Dewey in the 21st Century. The book features Dewey scholars Jim Garrison and Larry Hickman in dialogue with Daisaku Ikeda.
Living As Learning is a timely publication for educators looking to revive the creative, humanistic, and social dimensions of teaching and learning. The book is appropriate for any number of educational foundations courses of the sort. The authors also explore many powerful resonances between American pragmatism and humanistic Buddhism.
For more information: Living As Learning
In this superb introduction, Dewey’s life and works are discussed and assessed before his key ideas across the major disciplines in philosophy; including metaphysics, epistemology, aesthetics, ethics, educational philosophy, social-political philosophy, and religious philosophy. This book is part of the The Routledge Philosophers series.
For more information: Dewey: Steven Fesmire