John Dewey's imagination

FORUM ◽  
2021 ◽  
Vol 63 (3) ◽  
pp. 87-94
Author(s):  
Patrick Yarker
Keyword(s):  
John Dewey ◽  
Lesson Planning ◽  
Making Sense ◽  
Democracy And Education

In several of his writings, John Dewey returned to the importance of the imagination for thinking about experience and making sense of it. This article looks at some of what he says, especially in Democracy and Education, and considers the enduring importance of imagination for lesson-planning, teaching and assessment.

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.

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 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.

scholarly journals ELLA FLAGG YOUNG AND THE GENDER POLITICS OF DEMOCRACY AND EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 409-423 ◽  
Author(s):  
Jackie M. Blount
Keyword(s):  
John Dewey ◽  
Gender Politics ◽  
Early Career ◽  
Theory And Practice ◽  
University Of Chicago ◽  
Democratic Schools ◽  
Intellectually Gifted ◽  
Democracy And Education ◽  
The University

Though John Dewey had considered education and democracy separately in his early career, he came to understand them as essentially linked concepts during his nearly ten-year collaboration with Ella Flagg Young at the University of Chicago. This intellectually gifted women, who eventually became superintendent of Chicago’s schools, connected education and democracy as well as theory and practice, essentially showing Dewey how democratic schools might work. This article briefly traces Dewey’s developing ideas of education and democracy in the context of his relationship with Young.

Democracy and Education. John Dewey

1916 ◽  
Vol 26 (4) ◽  
pp. 547-550
Author(s):  
Addison W. Moore
Keyword(s):  
John Dewey ◽  
Democracy And Education
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