100 YEARS OF JOHN DEWEY AND EDUCATION IN CHINA

2017 ◽  
Vol 16 (4) ◽  
pp. 400-408 ◽  
Author(s):  
Grace Xinfu Zhang ◽  
Ron Sheese
Keyword(s):  
John Dewey ◽  
Educational Reforms ◽  
Columbia University ◽  
American Psychologist ◽  
Democracy And Education ◽  
Tao Xingzhi ◽  
China Today ◽  
Educational Debate ◽  
Changing Attitudes ◽  
Education In China

Only a few years following the publication of Democracy and Education, from May 1919 to July 1921, John Dewey traveled and lectured in China. He arrived an already famous American psychologist, philosopher, and educator; but over the course of the years after his departure, that fame diminished, turning to infamy in the 1950s and 1960s, only to be somewhat restored in recent decades. The changing attitudes of the Chinese to Dewey and his ideas are associated with the changing, and often tumultuous, cultural and political context for education in China from the time of his visit through the following century. Hu Shi and Tao Xingzhi, PhD students of Dewey at Columbia University, were prominent Chinese educators who adapted Dewey's educational concepts to the Chinese environment, and their work continues to influence educational debate in China today. While there is desire among many contemporary educators for educational reforms that would be in line with Dewey's principles, there are equal or greater pressures for maintaining systems focused on examinations and memorization.

Education in China today

1978 ◽  
Vol 1 (1) ◽  
pp. 28-31
Author(s):  
Chen Ai Yen
Keyword(s):  
China Today ◽  
Education In China

Globalization, Social Movements, and Education

2011 ◽  
Vol 113 (6) ◽  
pp. 1196-1213
Author(s):  
Regina Cortina
Keyword(s):  
Social Movements ◽  
Public Education ◽  
John Dewey ◽  
Human Agency ◽  
Historical Background ◽  
Nation State ◽  
Columbia University ◽  
Teachers College ◽  
The Social ◽  
New Meanings

Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective With globalization—a term that signifies the ever-increasing interconnectedness of markets, communications and human migration—social and economic divides in countries around the world are hindering the access of many people to the major institutions of society, including and especially education. My goal in this essay is to reflect on the dilemma that John Dewey identified in Democracy and Education regarding the “full social ends of education” and the agency of the nation-state. Against the historical background of the nation-state's control of the meaning of public education, my intent is to search for new meanings defining public education through human agency and social movements, using Mexico as an example. My essay, written on the 200th anniversary of Mexico's Independence in 1810 and on the 100th anniversary of the Mexican Revolution, reflects on these two major events and how they contributed to shifts in the social meaning of education over time. Two groups—women and indigenous people—did not benefit proportion-ately from education, citizenship and social opportunity. My argument is that the empowerment of women and indigenous groups took place not because of state action but because of social movements contesting the restricted identity and incomplete citizenship provided for them through the capacity of the nation-state. It is crucial to understand the “full social ends of education” to see the way forward in strengthening education, citizenship and social opportunity. Conclusions/ Recommendations My participation in the faculty seminar and the readings we discussed led me towards the rediscovery of the writings of John Dewey, which stimulated my thinking about the “full social ends of education” against the historical background of the nation-state's control of the meaning of public education and my own inquiry to search for new meanings of public education through human agency and social movements. Moreover, the writings of Dewey during his visit to Mexico in 1926 opened a new research agenda for me. I have become increasingly interested in a period of Mexican education that is not well researched, particularly the role of John Dewey's students at Teachers College, Columbia University in the development of Mexico's public education system during the 1920s and 1930s and the creation of the Mexican rural schools and the middle schools during that era.

A Village Apollo

Max Eastman ◽  
2017 ◽  
Author(s):  
Christoph Irmscher
Keyword(s):  
New York ◽  
John Dewey ◽  
Walt Whitman ◽  
Woman Suffrage ◽  
Columbia University

After a return of his mysterious backache, Max Eastman seeks a cure at Dr. Gehring’s sanatorium in Maine, where he falls for the beautiful Swedish maid/nurse Anna Carlson. He joins Crystal in New York, studies philosophy with John Dewey at Columbia University, and begins to teach as an associate instructor. During summers spent at Glenora he perfects his diving technique but cannot rid himself of his sexual inhibitions. In two searching essays he celebrates Walt Whitman as a sexual healer, learning to reject his mother’s insistence on spiritual purity. Moving in with Crystal, Max becomes interested in woman’s suffrage and helps found the Men’s League for Woman Suffrage in New York. Max becomes a sought-after and well-paid speaker at suffrage events, reinventing himself as a “man suffragette.” Dewey accepts one of Max’s essays on Plato in lieu of a dissertation. Plato’s struggle to reconcile his enjoyment of beauty with morality is a metaphor for Max’s own inner conflict; he never submits his dissertation. The painful death of Annis Ford Eastman in 1910 leaves Max and Crystal bereft.

scholarly journals Comunicação e arte, ou a arte da comunicação, em John Dewey

2019 ◽  
Vol 86 (213/214) ◽  
Author(s):  
Marcus Cunha
Keyword(s):  
John Dewey ◽  
Methodological Approach ◽  
Greek Philosophy ◽  
Discursive Strategies ◽  
Science And Art ◽  
Educational Processes ◽  
Starting Point ◽  
Democracy And Education

Busca contribuir para elucidar as idéias de John Dewey contidas na formulação que vincula educação, comunicação e arte. Além disso, como aporte metodológico, procura mostrar que todo texto deve ser abordado em suas estratégias discursivas, como um conjunto articulado para afirmar determinados conceitos. O ponto de partida é a relevância atribuída à comunicação no processo educativo, conforme estabelecido por Dewey em Democracia e Educação. A análise desse livro e de outras obras do autor possibilita elucidar os conceitos de ciência e arte, bem como o método de ensino proposto por Dewey. A título de conclusão, sugere-se que a continuidade da investigação deva abordar os conceitos deweyanos em seus possíveis vínculos com a filosofia grega. Palavras-chave: comunicação e ensino; arte e educação; teorias do conhecimento; retórica. Abstract The purpose of this paper is to elucidate the ideas of John Dewey expressed in the formulation that links education, communication and art. Moreover, as a methodological approach, it intends to show that every text must be analyzed in its discursive strategies, like a set arranged to assert some concepts. The starting point is the relevance of communication in the educational processes, attributed by Dewey in "Democracy and Education". The analysis of this and other books by the author allows to clear the concepts of science and art, as well as the method of teaching proposed by Dewey. The conclusion suggests that other investigations must study the Deweyan concepts in its possible links with Greek philosophy. Keywords: communication and teaching; art and education; theories of knowledge; rhetoric.

scholarly journals John Dewey e a refutação do pensamento educacional clássico

2018 ◽  
Vol 25 (1) ◽  
Author(s):  
Jürgen Oelkers
Keyword(s):  
John Dewey ◽  
Democracy And Education

A obra Democracy and Education foi publicada pela primeira vez em 1916. John Dewey chamou-a “Uma introdução à Filosofia da Educação”, o que significa que ela é mais do que uma descrição das relações empíricas entre “democracia”, por um lado, e “educação”, por outro. O que Dewey queria que aprendêssemos é que a democracia é a questão-chave de toda a moderna Filosofia da Educação. Ao contrário de apenas tangenciar a questão, a democracia está no seu cerne. Democracy and Education e suas ideias fundamentais completaram 100 anos, data que foi muito aclamada em todo o mundo da educação. E, de fato, Democracy and Education é até hoje uma referência central para todos que querem estudar o nexo filosófico entre a educação geral e o desenvolvimento da democracia.

scholarly journals A Sofística no Discurso Filosófico e Educacional de Michel de Montaigne (The Sophistry in the Philosophical and Educational Discourse of Michel de Montaigne)

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Flávia Rocha Carniel ◽  
Marcus Vinicius da Cunha
Keyword(s):  
New York ◽  
South Carolina ◽  
John Dewey ◽  
Rio De Janeiro ◽  
Sao Paulo ◽  
Columbia University ◽  
São Paulo ◽  
Michel De Montaigne ◽  
University Of South Carolina ◽  
Cambridge University

The aim of this work is to examine the intellectual production of the Renaissance philosopher Michel de Montaigne, relating data from his biography and the events of his time to his most outstanding work, Essays. It is considered that the theoretical elaborations of an individual, as well as the linguistic forms created by him to express them, derive from events in the physical world – including their derivations of social and cultural order – and as such should be investigated. The origin of this methodological conception is sought in Ancient philosophy, especially in the Sophists, investigation that provides the parameters for analyzing the specific case of Montaigne.Resumo O objetivo deste trabalho é examinar a produção intelectual do filósofo renascentista Michel de Montaigne, relacionando dados de sua biografia e dos acontecimentos de sua época à sua mais destacada obra, Ensaios. Considera-se que as elaborações teóricas de um indivíduo, bem como as formas linguísticas por ele criadas para exprimi-las, decorrem de eventos do mundo físico – no que se incluem as suas derivações de ordem social e cultural –, e como tal devem ser investigadas. A origem dessa concepção metodológica é buscada na filosofia antiga, principalmente nos Sofistas, investigação que fornece os parâmetros para analisar o caso específico de Montaigne.Palavras-chave: Montaigne, Sofística, Filosofia da EducaçãoKeywords: Montaigne, Sophistry, Philosophy of EducationReferencesARISTÓTELES. Ética a Nicômaco. Tradução Edson Bini. Bauru: EDIPRO, 2002.ARISTÓTELES. Retórica. Tradução Edson Bini. Bauru: EDIPRO, 2011.BAKEWELL, Sarah. Como viver: ou uma biografia de Montaigne em uma pergunta e vinte tentativas de resposta. Tradução Clóvis Marques. Rio de Janeiro: Objetiva, 2012.BAKHTIN, Mikhail Mikhailovich. Marxismo e filosofia da linguagem: problemas fundamentais do método sociológico na ciência da linguagem. Tradução Michel Laud e Yara Frateschi Vieira. 7. edição. São Paulo: Hucitec, 1995.BOURDIEU, Pierre. A escola conservadora. As desigualdades frente a escola e a cultura. In: NOGUEIRA, M. A.; CATANI, A. (Orgs.) Escritos sobre educação. Petrópolis: Vozes, 1998, p. 39-64.BOURDIEU, Pierre. O poder simbólico. 6. edição. Tradução Fernando Thomaz. Rio de Janeiro: Bertrand Brasil, 2003.CHAUI, Marilena. Introdução. In: MONTAIGNE, Michel. Ensaios. Tradução Sérgio Milliet. São Paulo: Nova Cultural, 1987.COELHO, Marcelo. Montaigne. São Paulo: Publifolha, 2001.COMPAGNON, Antoine. Uma temporada com Montaigne. Tradução Rosemary Costhek Abilio. São Paulo.WMF Martins Fontes, 2014. CRICK, Nathan. Democracy and rhetoric: John Dewey on the arts of becoming. Columbia: University of South Carolina, 2010.CRICK, Nathan. Compor a vontade de poder: John Dewey sobre a educac?a?o reto?rica para uma democracia radical. Educacão e Cultura Contemporânea, Rio de Janeiro, v. 12, n. 28, p. 164-183, 2015.DUPRE?EL, Euge?ne. Les Sophistes: Protagoras, Gorgias, Prodicus, Hippias. Neuchatel: E?ditions du Griffon, 1948.EVA, Luiz Antônio Alves. A figura do filósofo: ceticismo e subjetividade em Montaigne. São Paulo: Loyola, 2007.FRAMPTON, Saul. Quando brinco com a minha gata, como sei que ela não está brincando comigo?: Montaigne e o estar em contato com a vida. Tradução Marina Slade. Rio de Janeiro: DIFEL, 2013.KERFERD, George Briscoe. O movimento sofista. Traduc?a?o de Margarida Oliva. Sa?o Paulo: Loyola, 2003.LANGER, Ullrich. Montaigne’s political and religious context. In: LANGER, U. (Org.) The Cambridge Companion to Montaigne. New York, Cambridge University, 2005. p. 9-26.LEMGRUBER, Márcio Silveira. Quando o mundo se tornou um labirinto aberto. Educação e Filosofia, Uberlândia, v. 30, n. especial, p. 269-288, 2016.MARCONDES, Danilo. Montaigne, a descoberta do Novo Mundo e o ceticismo moderno. Kriterion, Belo Horizonte, n. 126, p. 421-433, dez. 2012.MARX, Karl; ENGELS, Friedrich. A ideologia alemã. Tradução Luis Claudio de Castro e Costa. São Paulo: Martins Fontes, 2007.MONTAIGNE, Michel. Ensaios. volume 1. Tradução Sérgio Milliet. São Paulo: Nova Cultural, 1987.MONTAIGNE, Michel. Ensaios. volume 2. Tradução Sérgio Milliet. São Paulo: Nova Cultural, 1996.PATTIO, Julio Agnelo P. Dar vida às palavras: Montaigne em defesa de uma linguagem natural. Revista Filosofia Capital, Rio de Janeiro, v. 4, n. 8, p. 58-68, 2009.POPKIN, Richard Henry. História do ceticismo de Erasmo a Spinoza. Tradução Danilo Marcondes de Souza Filho. Rio de Janeiro: Francisco Alves, 2000.POULAKOS, John. Sophistical rhetoric in Classical Greece. Columbia: University of South Carolina, 1995.REALE, Giovanni. História da filosofia antiga. Volume V. 2. edição. Tradução Henrique C. de Lima Vaz e Marcelo Perine. São Paulo: Loyola, 2001.SCHNEEWIND, Jerome B. Montaigne on moral philosophy and the good life. In: LANGER, Ullrich. The Cambridge Companion to Montaigne. New York, Cambridge University, 2005, p. 207-228.SILVA, Divino José. Filosofia, educação das crianças e papel do preceptor em Montaigne. In PAGNI, Pedro Angelo; SILVA, Divino José (Orgs.). Introdução à filosofia da educação: temas contemporâneos e história. São Paulo: Avercamp, p. 102-121, 2007.SILVA, Tatiane. Dewey e os sofistas: a tirania do lógos e as bases para uma educação retórica. Espaço Pedagógico, Passo Fundo, v. 25, n. 1, p. 114-139, jan./abr. 2018.WOLTER, Katarina Maurer. Um Estudo sobre a relação entre filosofia cética e criação ensaística em Michel de Montaigne. Doispontos, São Carlos, v. 4, n. 2, p. 159-170, out. 2007.

scholarly journals O PROGRAMA ESCOLAR E A EXPERIÊNCIA EDUCATIVA SOB A PERSPECTIVA DE JOHN DEWEY

2021 ◽  
pp. 152
Author(s):  
Karine Biasotto ◽  
Maria Inalva Galter
Keyword(s):  
John Dewey ◽  
Practical Knowledge ◽  
Educational Experience ◽  
Practical Experience ◽  
The United States ◽  
Pedagogical Issues ◽  
Laboratory School ◽  
Historical Experience ◽  
Social Transformations ◽  
Democracy And Education

Esse artigo trata dos métodos de ensino propostos por Dewey entre os séculos XIX e XX. Suas reflexões teóricas decorrem das experiências dos professores da Escola Laboratório da Universidade de Chicago. O objetivo consiste em mostrar que as ponderações do autor sobre tais experimentos pedagógicos foram elaboradas considerando a conexão entre o conhecimento prático, relacionado as atividades familiares a vida infantil, com o conhecimento historicamente acumulado pela humanidade. Para atingi-lo foram selecionados excertos em que Dewey analisa as experiências realizadas na Escola Laboratório e que consistem no que ele entendia como experiência educativa. Fundamentando-se em Bloch (2001), foi lançado um olhar histórico sobre o pensamento e ações de Dewey entendendo-o como um intelectual que pensava sobre as questões educacionais e pedagógicas de seu tempo. Considerando as transformações econômicas, políticas e sociais dos Estados Unidos, o autor repensava as formas de ensino e em favorecer a apropriação ativa do conhecimento cientifico. Para Dewey democratizar a sociedade passava pela democratização da ciência. Para esse trabalho foram priorizadas como fontes as obras A escola e a Sociedade (1899) e Democracia e Educação (1916), que registram experiências pedagógicas realizadas pela equipe de professores dirigida por Dewey. Constatou-se que, a experiência prática e a experiência histórica interagem e se completam. A experiência prática existe devido à possibilidade de recorrer à experiência histórica, e a experiência histórica só existe por que o homem se desafiou a produzir novos conhecimentos por meio da observação e de experimentos, concretizando uma experiência educativa.Palavras-chave: John Dewey; educação; programa escolar.The school program and educational experience from John Dewey's perspectiveAbstractThis article deals with the teaching methods proposed by Dewey between the nineteenth and twentieth centuries. His theoretical reflections stem from the teachers experiences at the University of Chicago Laboratory School. The objective is to show that the author's considerations about such pedagogical experiments were elaborated considering the connection between practical knowledge, related to familiar activities to children' s life, with the knowledge historically accumulated by humanity. To achieve this were selected excerpts in which Dewey analyzes the experiments carried out in the Laboratory School and consisting of what he understood as an educational experience. Founding in Bloch (2001), a historical look at Dewey's thinking and actions was taken. He is understood as an intellectual who thought about the educational and pedagogical issues of his time. Considering the economic, political and social transformations of the United States, the author rethought the forms of teaching and favored the active appropriation of scientific knowledge. For Dewey to democratize the society went through the democratization of science. For this work, the works School and Society (1899) and Democracy and Education (1916), which record pedagogical experiences carried out by the team of teachers directed by Dewey, were prioritized as sources. It has been found that practical experience and historical experience interact and complement each other. Practical experience exists because of the possibility of resorting to historical experience, and historical experience exists only because man has challenged himself to produce new knowledge through observation and experimentation, thus materializing an educational experience.Keywords: John Dewey; education; school program.El programa escolar y la experiencia educativa desde la perspectiva de John DeweyResumen Este artículo discute los métodos de enseñanza propuestos por Dewey entre los siglos XIX y XX. Sus reflexiones teóricas se derivan de las experiencias de la Escuela Laboratorio de la Universidad de Chicago. El objetivo consiste en mostrar que las ponderaciones del autor sobre tales experimentos pedagógicos fueron elaboradas considerando la conexión entre el conocimiento práctico, sobre las actividades familiares a la infancia, con el conocimiento humano históricamente acumulado. Para alcanzarlo se seleccionaron extractos en que Dewey analiza las experiencias realizadas en la escuela y que consisten en lo que él entendía como experiencia educativa. Fundamentándose en Bloch (2001), se lanzó una mirada histórica sobre el pensamiento y acciones de Dewey entendiéndolo como un intelectual que pensaba sobre las cuestiones educativas y pedagógicas de su tiempo. Considerando las transformaciones económicas, políticas y sociales de su país, el autor repensaba las formas de enseñanza y en favorecer la apropiación activa del conocimiento científico. Para Dewey democratizar la sociedad pasaba por la democratización de la ciencia. Fueron priorizadas como fuentes de trabajo las obras La escuela y la Sociedad (1899) y Democracia y Educación (1916), que registran experiencias pedagógicas de los profesores dirigidos por Dewey. Se constató que la experiencia práctica y la experiencia histórica interactúan y se complementan. La experiencia práctica existe debido a la posibilidad de recurrir a la experiencia histórica, y la experiencia histórica sólo existe porque el hombre se ha desafiado a producir nuevos conocimientos por medio de la observación y de los experimentos, concretando una experiencia educativa.Palabras clave: John Dewey; educación; programa escolar.

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