Read this Huffington Post article by Harry Boyte titled “Schools and the Democratic Renaissance“. Harry Boyte gave the annual Dewey Lecture at the 2017 John Dewey Society conference in San Antonio, TX.
The John Dewey Society Annual Meeting: “Creative Democracy – The Task Before Us in the Era of Clinton v. Trump”
When: Thursday, April 27 – Friday, April 28, 2017
Where: The John Dewey Society Annual Meeting this year will take place at the Henry B. Gonzalez Convention Center in San Antonio, TX. The conference theme this year is: “Creative Democracy – The Task Before Us in the Era of Clinton v. Trump”.
Download the conference program here
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!
Issue #5: Are we really ‘bout that life’?: Urban educators as activists in, and for, their urban school communities
The aim of this special issue of the Journal of School & Society is to explore and unpack the role of urban teachers as community advocates for social justice. As people working to ensure a more equitable urban society, this issue seeks to better understand how you believe urban educators can assist residents in their community- based struggles. What does authentic partnership look like? What would the outcomes be if urban educators fought alongside urban residents? What promise does such educator-resident hold?
Please see our journal website for specifics about submission requirements. Submissions and inquiries should be emailed to Keith Benson, Guest Editor of The Journal of School & Society and Secondary Educator at Camden High School in Camden, New Jersey. Keith’s email is email@example.com.
Due: February 1, 2017
For additional information: download Call for Papers
The John Dewey Society calls for paper proposals for its panel on Dewey and Philosophy (formerly called the Past Presidents’ Panel), to be held at its annual meeting, in conjunction with the American Educational Research Association meeting in San Antonio, Texas on April 27 – May 1, 2017.
What are the challenges to a vibrant and healthy democratic life? In an essay late in life, Creative Democracy – The Task Before Us1, Dewey calls upon us to not take democratic life for granted. More than a political institution, Dewey sees democracy as dependent upon family, friendship, the economy, and other parts of the fabric of civil society. Today in many countries, institutions of democracy, in particular public schools, are challenged by growing inequality, mistrust of the other, and poverty. It is a time to return to Dewey’s text to consider how democratic life can be fostered amidst these challenges.
The Dewey Through Generations Panel was established in 2015 to highlight and support emerging Dewey inspired scholars and practitioners (including but not limited to graduate students) by bringing them into a dialogue with eminent scholars who reflect the best of Dewey’s philosophical practice. One eminent Dewey scholar participates in a dialogue (as commentator/respondent) with the emerging scholar panelists.
Due: November 15, 2016
Graduate students, student-professionals, and emerging scholars, may submit an abstract for the panel. The panel will include three papers/or projects (limited to 3000 words) and commentary by an invited Dewey scholar (limited to 1500 words).
For additional information: download Call for Papers
The John Dewey Society has issued a call for papers for its panel on Dewey and Philosophy (formerly called the Past Presidents’ Panel), to be held at its annual meeting, in conjunction with the American Educational Research Association meeting in San Antonio, Texas on April 27 – May 1, 2017. The topic for the 2017 panel is: Creative Democracy – The Task Before Us Today.
Due: November 15, 2016
Proposals accepted for presentation in this panel of the John Dewey Society will be notified by January 15, 2016. Full papers of up to 5000 words (excluding references done in APA style) will be due no later than April 3, 2017 for the discussant to prepare remarks.
For additional information: download Call for Papers
Jane Roland Martin has been awarded a Fellowship to the MacDowell Colony in Peterborough, New Hampshire, where she will finish We Were the Lucky Ones: Remembering Progressive Education to be published by Indiana University Press. The mission of the MacDowell Colony is to “nurture the arts by offering creative individuals of the highest talent an inspiring environment in which they can produce enduring works of the imagination.” (Thornton Wilder wrote Our Town at the Macdowell Colony.)
Over the years, Jane has actively contributed to the John Dewey Society. She delivered the 1996 John Dewey Lecture, received the John Dewey Society’s Lifetime Achievement Award in 2013, and delivered the keynote lecture at the Democracy and Education Centennial conference in 2016.
The John Dewey Society will sponsor a session at the annual meeting of the Eastern Division of the American Philosophical Association.
The meeting will take place in Baltimore MD from Wednesday 4 through Saturday January 7, 2017, at the Renaissance Baltimore Harborplace Hotel, 202 East Pratt Street, Baltimore, Maryland 21202.
The 2017 John Dewey Society theme is “Creative Democracy: The Task Before Us.” This title is taken from an oft cited Dewey essay from 1939 with this title (LW14: 224-230). See the link here: http://liberalarts.iupui.edu/mpsg/Essays/Dewey%20-%20Creative%20Democracy.pdf
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
In this issue of The Journal of School & Society, we are interested in the broad fate of the new character education. As concerned teachers, parents, and citizens, in what ways has a focus on traits such as grit empowered you and the children you work with? In what ways has it limited or harmed you and the children you work with? In what ways should schools interact with the discourse around the new character education?
Please see our journal website for specifics, or download the Call for Papers. Submissions and inquiries should be emailed to Kyle Greenwalt, Editor of The Journal of School & Society and Associate Professor of Teacher Education at Michigan State University. Kyle’s email is firstname.lastname@example.org. Submissions should be received by October 1, 2016.
Download the Call for Papers
The Journal of Educational Controversy has issued a call for papers related to Black Lives Matter And The Education Industrial Complex
Along with drawing attention to the police as occupying armies in Black American communities, the Black Lives Matter movement has highlighted the deep roots of institutionalized racism in the United States. Starting with the fundamental question, Do Black Lives Matter in the U.S. Education Industrial Complex?, this issue of the Journal of Educational Controversy seeks to explore the various questions raised by Black Lives Matter in relation to U.S. educational institutions, policies, and practices as they impact men, women, and children of color intersectionally, with respect to gender, gender identity, and class. These questions could include the status of schools as institutions of control and sites of reproduction of racist ideology; the possibility of schools as sites of liberationist transformation; the institutional history of schools alongside the development of institutional racism; the institutional response of schools to incidents of racial violence; the history of black studies programs in relation to black liberation movements, and the appropriation and sanitizing of terms like diversity and multiculturalism.
Manuscripts due: December 31, 2016
For more information: http://cedar.wwu.edu/jec/
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
Dan Tedenljung’s new book, “Dads & Fathers: A Book on Dangerous Educators“ is for parents, but a very different one. It’s a book about something greater than you being fit to be a parent. It’s a book for anyone who wonders how the process of learning can be handled in a pragmatical way.
With the interest in the philosophy of pragmatism and a critique of the Western philosophy of knowledge, as well as in recent political philosophy, ethics, aesthetics, and philosophy of religion, a growing interest in knowledge development is now being directed back to the American philosopher who once influenced a whole world with his view of experience and education. John Dewey wrote hundreds of articles and many books on topics such as: democracy, education, ethics and philosophy. From John Dewey’s comprehensive text production, we have chosen what we consider is one of the best statements of experience and human development, namely the book entitled Experience & Education.
Tedenljung takes on John Dewey’s experimental method right from the beginning, from where it all starts, in the fostering of our own children. Let’s call our ambition a project of a parental attitude with global proportions. No matter what kind of educator people end up being: fathers, mothers, brothers, sisters, grannies, teachers, scholars, managers or politicians; there is no better starting point than John Dewey’s transactional theory of learning if to understand how life unfold.
For more information: Dads & Fathers
Robert Johnston and Ben Johnson are putting together a special issue for the Journal of the Gilded Age and Progressive Era dedicated to exploring different thematic veins of Dewey’s legacy, each using “Democracy
& Education” as a jumping off point. Short essays of 3,000-8,000 words on any aspect of “Democracy & Education” or one the following themes: democratic theory, social and economic reform, academia & the public sphere, and pedagogy are welcome and should be submitted for consideration. Please send all submissions and direct any inquiries to guest editor, Cristina Groeger, at email@example.com.
Submissions deadline: August 1, 2016
For more information: Call for Papers
In 1916, Dewey published “Democracy and Education”. This book was without doubt his most seminal contribution. Hence, in 2016, to celebrate the centenary of this significant occasion, Espacio, Tiempo y Educación is pleased to invite the academic community to take a fresh look at Dewey’s philosophy.
The ultimate aim is to shed light on how Dewey’s ideas (specifically those published in Democracy and Education) were received in various countries and times, thereby highlighting the metamorphosis that this educational masterwork has undergone throughout the century since its publication.
Monograph Edition: John Dewey’s reception and influence in Europe and America Coordinator: Luciana Bellatalla (University of Ferrara, Italy)
Call for Papers Deadline: 2 Oct. 2016
“Espacio, Tiempo y Educación”(v. 3, n. 2, 2016, July/December): www.espaciotiempoyeducacion.com
The Faculty of Education, University of Cambridge and Homerton College are hosting a major 3-day international conference marking the publication centenary of Dewey’s most popular, influential and controversial book. We welcome submissions from History of Education, Philosophy of Education, educational policy, and also more practically focused papers from educators seeking to integrate Deweyan perspectives and principles in their work. The conference will consist of keynotes, parallel sessions, panel sessions with a policy focus, interactive presentations from educators and students, and a trip to the new University of Cambridge Primary School.
The call for papers is open until DECEMBER 22, 2015. 1000 word abstracts should be submitted via the website. Conference registration is also open to those not presenting.
Conference dates: 28 Sept. to 1 Oct. 2016
View website: www.dewey2016.co.uk
Download conference flyer: International Conference: Dewey’s “Democracy and Education” 100 Years On
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
On 9 August 2015, the JDS officially launched its forum as a medium to enhance communication with those interested in discussing the scholarship of John Dewey.
Those interested in joining the forum will first need to register and create a user account. The forum is located on the menu bar located on the homepage of the JDS.
Join the online forum by click here: http://www.johndeweysociety.org/forum/
Recently, David Hansen, Director of the Program in Philosophy and Education at Teachers College, Columbia University, had the opportunity to visit Dewey’s grave site located in Burlington, Vermont.
The JDS would like to recognize the passing of Philip W. Jackson. Long time friend and leader of both the John Dewey Society and the American Educational Research Association, Philip Jackson, has passed away. Bringing inspiration to current JDS Board Member, Craig Cunningham, recalls, “His work inspired me when I was an undergraduate and has continued to inspire me. He had an impressive knack for finding the right problems to investigate. He invented his own ways of investigating them. A unique intellectual leader.”
Along with serving a term as the JDS President, Philip was also the Dewey Lecturer in 1999 (from which his book, John Dewey and the Philosopher’s Task was published), and along with his recently passed colleague, Herbert Kliebard, the 1999 recipient of the JDS Outstanding Career Achievement Award.
Please view a beautiful tribute to Philip, written by his student and current JDS Board Member, Craig Cunningham here: Tribute to Philip W. Jackson
The JDS would like to recognize the passing of curriculum historian and Dewey scholar, Herbert Kliebard. Professor Herbert was a highly respected scholar, a Dewey expert, the 1999 JDS Outstanding Achievement Award recipient, and the 2005 Annual John Dewey Society Lecturer. JDS President, Leonard Waks‘ noted that Herb “joined my dissertation committee fifty years ago, and was a steady, diligent and caring teacher and guide for me and his many other advisees.”
Please read the obituary here: http://www.cressfuneralservice.com/obituary/137830/Herbert-Kliebard
Working with the Berkeley Electronic Press, the Journal of Educational Controversy now offers more flexibility and options for both authors and readers. In particular, authors can now open an account, submit their manuscripts, make revisions, and complete the peer-review process through the online system. Please view the new website here: Journal of Educational Controversy
In addition, the journal’s 10th Year Anniversary Issue will be published this coming fall. The journal has grown significantly as a voice in education. As the journal continues to grow, there is an increased need for more reviewers. If you are interested in reviewing for the journal, please send an e-mail with areas of expertise and interests to: firstname.lastname@example.org.
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
Steven Fesmire recently discussed his new book, Dewey with Routledge. In this interview, Fesmire discusses what first attracted him to Dewey, the writing style of his new book, new features included in the book, such as a “lost book” written by Dewey in the 1940s and only recently discovered, the relevance of Dewey today, and what Dewey might make of today’s American education system.
Read the full interview here: Exclusive Interview Steven Fesmire