scholarly journals From the Old New Republic to a Great Community: Insights and Contradictions in John Dewey’s Public Pedagogy

2018 ◽  
Vol 6 (1) ◽  
pp. 34-42
Author(s):  
James Anderson
Keyword(s):  
World War I ◽  
Public Intellectual ◽  
Public Pedagogy ◽  
Communication Education ◽  
The Public ◽  
Randolph Bourne ◽  
Great Community ◽  
The Commons ◽  
New Republic ◽  
Democracy And Education

This article draws from John Dewey’s philosophy of education, ideas about democracy and pragmatist assumptions to explain how his articles for <em>The New Republic</em> functioned pedagogically. Taking media as a mode of public pedagogy, and drawing extensively from Dewey’s <em>Democracy and Education</em>, as well as from his book <em>The Public and its Problems</em>, the article explores the relationships between communication, education and democracy using the expanded conceptions of all the aforementioned advanced by Dewey. Borrowing insights from Randolph Bourne, who used Dewey’s own ideas to criticize his mentor’s influence on intellectuals who supported US involvement in World War I, the analysis explores the contradictions within Dewey’s public pedagogy. The article suggests Dewey’s relevance as a public intellectual in the liberal-progressive press, his view of the State and some of his related presuppositions produced a tension in his thought, delimiting democratic possibilities while simultaneously pointing toward greater democratic potentials. The essay concludes by suggesting that learning from both Dewey and Bourne prompts us to get beyond the former’s public/private dualism to realize what he called the “Great Community” by communicating and practicing the Commons.

The Status of Politics 1909–1919: The New Republic, Randolph Bourne and Van Wyck Brooks

1974 ◽  
Vol 8 (2) ◽  
pp. 171-202 ◽  
Author(s):  
Paul F. Bourke
Keyword(s):  
World War I ◽  
World War ◽  
National Board ◽  
Randolph Bourne ◽  
Institutional Renewal ◽  
The Status ◽  
Van Wyck Brooks ◽  
New Republic

We have learned recently from the work of a number of historians that the process of national mobilisation and the erection of unprecedented controls over industry during World War I offered to important groups of American liberals models for permanent collectivist reform and institutional renewal. The ease with which such controls were dismantled ought not to obscure the remarkable attraction they appeared to have in 1917 and 1918. It is clear that agencies such as the War Industries Board, the Railroad Administration, the War Labor Board, the Inquiry, and the National Board for Historical Service attracted not only the wartime enthusiasm of intellectuals; these agencies were seen to contain potential for peacetime use.

EDUCATION, EXPEDIENCY, AND DEMOCRATIC DILEMMAS IN WAR TIME: INSIDE THE DEWEY-BOURNE DEBATE

2017 ◽  
Vol 16 (4) ◽  
pp. 438-455
Author(s):  
Christopher McKnight Nichols
Keyword(s):  
World War I ◽  
Intellectual History ◽  
The United States ◽  
Democratic Citizenship ◽  
Progressive Politics ◽  
Liberal Politics ◽  
Progressive Reform ◽  
Randolph Bourne ◽  
Democracy And Education ◽  
The Relationship

In one of the most significant debates in U.S. intellectual history, John Dewey and Randolph Bourne attempted to redefine the relationship between democracy and war in the midst of World War I. This essay argues that the Dewey-Bourne debate is not just a vital dispute over the United States’ role in the war and the world, but that it also must be seen as a crucial moment for understanding fractures in progressive politics and debates over projects that presume to cultivate an educated citizenry. Focusing on Dewey and Bourne's developing ideas from 1914 through 1918, with an emphasis on concepts evolving in and from Dewey's Democracy and Education and Bourne's cultural criticism, the essay explores their core disagreements about the relationship between education and progressive reform, the role of intellectuals in the state, the consequences of intervention in the war and the use of force, and democratic citizenship in national and international contexts. This essay provides insights into the boundaries and pitfalls of liberal politics in the early twentieth century; it argues that this debate reveals a central ambiguity in Dewey's thought, and shows how wartime expediency and potential for progressive influence derailed aspects of the Deweyan project of democratic education.

JOHN DEWEY AND THE SIGNIFICANCE OF PEACE EDUCATION IN AMERICAN DEMOCRACY

2017 ◽  
Vol 16 (4) ◽  
pp. 456-472 ◽  
Author(s):  
Charles F. Howlett ◽  
Audrey Cohan
Keyword(s):  
World War I ◽  
Peace Education ◽  
The United States ◽  
Public Intellectual ◽  
Peace Movement ◽  
American Democracy ◽  
World War ◽  
Democratic Reform ◽  
Democracy And Education ◽  
Outlawry Of War

As 2016 is the centennial of Dewey's most famous work, Democracy and Education (1916), it is imperative to consider Dewey's role as a public intellectual. In reflection of how he framed his most famous work—as an instrument for helping people think about democratic reform—the authors examined John Dewey's beliefs about the importance of peace as applied to the American view. This essay journals Dewey as an important contributor to the American peace movement in terms of both thought and activity, especially in the post-World War I period. Dewey argued that the responsibility of schools in a democratic society is to teach cooperation and understanding and not simply rely on notions of patriotism and allegiance as often presented in schools. His World War I experience alerted him to the need for transforming schools as seminaries of patriotism into instruments for global understanding. The authors also offered specific examples as to how his instrumentalist philosophy, including his involvement in the Outlawry of War campaign in the 1920s, has been a cornerstone of peace education efforts in the United States over the past one hundred years and what has been their effectiveness.

Milton Friedman (1912-2006)

2007 ◽  
pp. 155-174
Author(s):  
Julio H. Cole
Keyword(s):  
Free Market ◽  
Early Morning ◽  
Public Intellectual ◽  
Free Market Economy ◽  
The Public ◽  
Milton Friedman ◽  
Television Documentary ◽  
Bona Fide ◽  
World Class ◽  
Policy Arena

Milton Friedman, who died in the early morning of November 16, 2006, was a world-famous economist, and an ardent and effective advocate of the free market economy. Much of his celebrity derived from his role as public intellectual, an aspect of his work that was reflected largely in popular books, such as Capitalism and Freedom (1962) and the hugely successful Free to Choose (1980) -both co-authored with his wife, Rose (and the latter based on the television documentary of the same title)- and in the Newsweek opinion columns he wrote for many years. Though he was already well-known by the time he received the Nobel Prize in Economics, in 1976, both his stature as public figure and his effectiveness as policy advocate were greatly enhanced by that award, and this is what has been mostly stressed in the vast outpouring of obituaries and public testimonials prompted by his recent passing. It is important to recall, however, that there was another aspect of his career, one which most professional economists (and probably Friedman himself) would regard as far more important than his incursions in the policy arena. Indeed, even if "Friedman the public intellectual" had never existed, "Friedman the economic scientist" would still be renowned and respected (though perhaps not as a bona fide world-class celebrity), and his memory will live long in the lore of economics It is primarily this other aspect of his life and work that I wish to focus on in this essay.

Komunistki

2020 ◽  
pp. 671-692
Author(s):  
Aga Skrodzka
Keyword(s):  
Public Space ◽  
Visual Memory ◽  
Women's Movement ◽  
Women’S Rights ◽  
The Public ◽  
The Status ◽  
The Commons ◽  
Communist Past ◽  
Status Of Women

This article argues for the importance of preserving the visual memory of female communist agency in today’s Poland, at the time when the nation’s relationship to its communist past is being forcefully rearticulated with the help of the controversial Decommunization Act, which affects the public space of the commons. The wholesale criminalization of communism by the ruling conservative forces spurred a wave of historical and symbolic revisions that undermine the legacy of the communist women’s movement, contributing to the continued erosion of women’s rights in Poland. By looking at recent cinema and its treatment of female communists as well as the newly published accounts of the communist women’s movement provided by feminist historians and sociologists, the project sheds light on current cultural debates that address the status of women in postcommunist Poland and the role of leftist legacy in such debates.

scholarly journals Pedagogical publics: Creating sustainable educational environments in times of climate change

2021 ◽  
pp. 147490412110056
Author(s):  
Lovisa Bergdahl ◽  
Elisabet Langmann
Keyword(s):  
Climate Change ◽  
Public Pedagogy ◽  
Sustainable Living ◽  
The Public ◽  
Educational Environments ◽  
Adults And Children ◽  
Emotional Dimensions ◽  
The Public Sphere ◽  
Sustainability Challenges ◽  
Educational Scholarship

The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between ‘public pedagogy’ as an area of educational scholarship and ‘pedagogical publics’ as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating ‘holding environments’ in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that ‘holds’ people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.

scholarly journals The heroes’ children: Rescuing the Great War’s orphans

2021 ◽  
pp. 161189442199268
Author(s):  
Friederike Kind-Kovács
Keyword(s):  
World War I ◽  
Public Discourse ◽  
Child Victims ◽  
World War ◽  
The Public ◽  
Christian Morality ◽  
New Public ◽  
War Orphans ◽  
War Effort ◽  
Hungarian State

World War I and its aftermath produced a particularly vulnerable group of child victims: war orphans. This group included children whose fathers had fallen in battle, who had disappeared, or who had not (yet) returned home. Most of Europe’s war and postwar societies witnessed the massive presence of these child victims, and responded in various ways to rescue them and secure their future survival. This article offers an exploration of the ways in which the Hungarian part of the Austro-Hungarian monarchy, and then later the post-imperial Hungarian state, became invested in providing care and relief to Hungarian war orphans. In contrast to other groups of child victims, whose parents were blamed for neglecting their parental duties, war orphans as the offspring of ‘war heroes’ profited from the public appreciation of their fathers’ sacrifice for the war effort and the Hungarian nation. The public discourse in the contemporary Hungarian media offers a glimpse into the emergence of a new public visibility of these child victims and of a new recognition of the societal obligation to care for them. Exploring World War I and its aftermath as a telling example of political transformation in the 20th century, the article showcases how war orphans were taken to personify essential notions of war- and postwar destruction, while also capturing visions of postwar recovery. It furthermore examines how welfare discourses and relief practices for Hungary’s war orphans were embedded in contemporary gender norms, notions of proper Christian morality and ethnic nationalism. On this basis, the article assesses the ways in which the case of Hungary’s war orphans not only mirrors the professionalization but also the fundamental transformation of child welfare in the aftermath of World War I.

scholarly journals The transformative public of Jane Addams

Journalism ◽  
2020 ◽  
pp. 146488492095858
Author(s):  
Leena Ripatti-Torniainen
Keyword(s):  
Intellectual History ◽  
Social Ethics ◽  
Public Intellectual ◽  
Political Life ◽  
The Public ◽  
Jane Addams ◽  
Journalism Studies ◽  
Social Divisions ◽  
The Social ◽  
Political Inquiry

This article provides an alternative contribution to journalism studies on a foundational concept by analysing texts of Jane Addams, a public intellectual contemporary with the seminal scholars Walter Lippmann and John Dewey. The author uses methods of intellectual history to construct the concept of the public from Addams’s books: Democracy and Social Ethics and The Newer Ideals of Peace, showing that all three authors, Lippmann, Dewey and Addams, discuss the same topic of individuals’ changed engagement with public political life. Addams departs from Lippmann and Dewey in setting out from the standpoints of exclusion and cosmopolitanism. Her argument regarding the public, as constructed by the author, consists of two premises. First, public engagement is a method of democratic inclusion as well as social and political inquiry for Addams. She sees the extension of relationality across social divisions as a necessary method to understand society and materialise democracy. Second, Addams emphasises cooperative and reflexive involvement especially in the characteristic developments of a time. She considers industrialisation and cosmopolitanism as characteristic developments of her own era. Addams suggests an in-principle cosmopolitan concept of the public that includes marginalised persons and groups. Compared to Lippmann’s and Dewey’s accounts of the public, Jane Addams’s argument is more radical and far more sensitive to the social inequality and plurality of a drastically morphing society.

Sign in / Sign up

Export Citation Format

Share Document