Theme — Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today
The John Dewey Society calls for paper proposals for its panel for emerging scholars to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 5-6, 2019.
The submission deadline is March 10, 2019
For more information, download the Call for Proposals
The University of Chicago Laboratory Schools invites you to participate in the Centennial Colloquium on Dewey: Then and Now conference. The conference commemorates the 100th anniversary of a transformative two-year trip to China made by University of Chicago Laboratory Schools founder John Dewey. The conference will take place on May 2-4, 2019 in Chicago, IL.
For more information, visit the conference webpage.
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
The John Dewey Society calls for paper proposals for its panel on Dewey and Philosophy to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 2019.
The submission deadline is November 30, 2018
Download the Call for Proposals
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.
Annual JDS Conference | April 13, 2018 | 4pm
Dr. Scott Shapiro, John Dewey Lecturer
First 75 attendees will receive a free copy of his book, The Internationalists. Scott J. Shapiro is the Charles F. Southmayd Professor of Law and Professor of Philosophy at Yale Law School, where he is the Director of the Center for Law and Philosophy. He is also the Visiting Quain Professor of Jurisprudence at University College, London. He is the author of Legality and editor of The Oxford Handbook of Jurisprudence and the Philosophy of Law.
The Journal of School & Society is seeking papers for Issue #5.1: Student Autonomy, Public Civility, and Social Justice on Higher Education.
SUBMISSION DEADLINE July 1, 2018
Download the Call for Public Scholarship
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!
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
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?
Due: February 1, 2017
For additional information: download Call for Papers
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
The John Dewey Society would like to congratulate Jane Roland Martin.
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
Please send your proposal abstracts (roughly 200 words) for consideration ASAP, and no later than August 2, to Leonard J. Waks, President, John Dewey Society at email@example.com. If you have any further questions, please email Leonard.
For additional information: Call for Papers
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
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
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 firstname.lastname@example.org.
Submissions deadline: August 1, 2016
For more information: Call for Papers
Dewey’s “Democracy and Education” 100 Years On: Past, Present, and Future Relevance
will take place from 28 September – 1 October 2016 at the University of Cambridge. The conference is co-sponsored by History of Education Society, UK, and Philosophy of Education Society GB.
This international conference brings together historical and philosophical research on Dewey, his writings and their influence over the course of a century. Historians and philosophers have a timely platform for sharing their perspectives on education for democracy and democratic practice in education. Papers are invited that may critically reflect on Dewey or Deweyan practice across time and space. In addition to academic papers, it will include children and teachers from Spain, Wales and England actively engaged in Deweyan enquiry.
Closing date for submissions: 15th January 2016
The call for papers is at http://www.dewey2016.co.uk/. Opportunities for bursary support are advertised on the website. Bursaries also available for members of the History of Education Society presenting papers on historical aspects. Email Lottie Hoare for terms and conditions email@example.com.
For additional information: Call for Paper: UK Conference
The John Dewey Society and The Journal of School & Society announce a special issue for public scholarship. What is the future of vocational education? Vocational education—once thought dead by many—is, by some accounts, back on the rise. The questions, then, are many. On the educational level, we can ask: What does a good k-12 vocational educational look like? What purposes should it serve? On the social level, we can ask questions as well: What role should businesses play in determining what our children learn in school? This special issue considers the future of vocational education.
We invite all those interested in engaged public scholarship to contribute to the special issue of The Journal of School & Society. We are looking for pieces from 3,000 to 5,000 words that address some aspect of the theme of the future of vocational education, broadly defined. Email submissions 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 deadline: February 15, 2016.
Download the call for public scholarship.
Keynote speaker: Catherine Legg, Waikato University (New Zealand)
Plenary speaker: Heather Douglas, University of Waterloo (Canada)
This conference brings together scholars at the intersection of pragmatism and philosophy of science to consider Peirce’s and Dewey’s contributions to the study of science and values. Over three days, scholars will offer individual papers and panel/roundtable discussions devoted to both the role of and relationship between science and values in Peirce and Dewey, and to the ways in which contemporary scholarship on science and values draws, or ought to draw, on the work of these classic American pragmatists.
April 25-27, 2016, University of Waterloo (Canada)
Submission deadline: Tuesday, January 5, 2016.
For information about the conference, see https://uwaterloo.ca/philosophy/events/science-and-values-conference or email email@example.com.
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