The relationship between democracy and education

2015 ◽  
pp. 117-126 ◽  
Keyword(s):  
Democracy And Education ◽  
The Relationship

Democracy and Education Behind Bars

2015 ◽  
Vol 13 (3) ◽  
pp. 714-721 ◽  
Author(s):  
Joshua A. Miller
Keyword(s):  
Liberal Arts ◽  
Current System ◽  
Mass Incarceration ◽  
Democracy And Education ◽  
College Classes ◽  
The Relationship

In this Praxis Reflection, I reflect on the relationship between teaching and imprisonment. I describe a college program at a prison in Jessup, Maryland, and argue that liberal arts-style college classes should be widely available in prisons even as we work to dismantle the current system of mass incarceration.

scholarly journals Shaping a ‘pedagogy of interruption’: Theorizing the role of educational agents in democratic education in urban contexts

2018 ◽  
Vol 23 (4) ◽  
pp. 515-530
Author(s):  
Evelyne Deceur ◽  
Griet Roets ◽  
Kris Rutten ◽  
Maria De Bie
Keyword(s):  
Qualitative Research ◽  
Democratic Education ◽  
Educational Strategies ◽  
Urban Context ◽  
Research Project ◽  
Urban Contexts ◽  
Democracy And Education ◽  
Historical Developments ◽  
The Relationship

This article theorises the role of educational agents in democratic education in urban contexts by engaging in the discussion about the relationship between citizenship, democracy and education. Therefore, we confront Gert Biesta’s conceptualisation of a ‘pedagogy of interruption’ with the empirical insights that emerge from a qualitative research project on democratic education in a particular urban context in Ghent (Belgium). We elaborate on the historical developments and origins of the educational practices and interventions in this urban context and reveal three contemporary educational strategies that coincide and complement each other while implementing the democratic ideal of equality in differentiated ways: integration, activation and instigation. Our analysis enables us to reflect on the complexities, ambiguities and dilemmas at stake when educational agents shape a ‘pedagogy of interruption’. This pedagogy entails the constant search to balance the multidimensional purposes of democratic education, that is, between socialisation and subjectification.

scholarly journals Democracy in Education between Reality and Aspirations: Palestine as a Model

2020 ◽  
Vol 14 (11) ◽  
pp. 1
Author(s):  
Mohammad Awad Shuibat
Keyword(s):  
Educational Process ◽  
Scientific Study ◽  
Educational Institutions ◽  
Democracy In Education ◽  
Democratic Practices ◽  
Education For Democracy ◽  
Democracy And Education ◽  
The Relationship ◽  
Taking Responsibility

The research aims to study “education democracy " in terms of democratic practices in the educational process, developing a spirit of criticism, plurality of opinions, tolerance towards the opinions of others, respecting the decision of the majority and taking responsibility for the decision. In addition to the relationship between democracy and education, the relationship between democracy and education as a practice, and clarifying the goals of education for democracy, and clarifying areas of democratic awareness, the implications of education for democracy and procedures for developing democratic practices in education and the detection of obstacles to democratic practices in the educational process, and that is in the context of an applied analytical and scientific study based on the researcher's visit to Palestinian educational institutions and his knowledge of their reality, through which the researcher seeks to present what is hoped from the "education democracy" and how should it be applied to reality and what goals should these institutions seek to achieve?

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.

»Philosophy […] Is the Theory of Education in Its Most General Phases«

2021 ◽  
Vol 97 (4) ◽  
pp. 481-498
Author(s):  
Johannes Bellmann
Keyword(s):  
General Theory ◽  
John Dewey ◽  
Applied Field ◽  
Practical Philosophy ◽  
Theory Of Education ◽  
Democracy And Education ◽  
The Relationship ◽  
Widespread View

Abstract »Philosophy […] Is the Theory of Education in Its Most General Phases«. Critical Remarks On Some Relationships between Philosophy and Education Following John Dewey In contrast to the widespread view that education is a subfield and field of application of practical philosophy, John Dewey understood philosophy altogether as a general theory of education. The article reconstructs this perspective in Dewey’s main pedagogical work »Democracy and Education« as well as in his 1929 paper »The Sources of a Science of Education«. Afterwards, two other relationships between philosophy and education will be contrasted, the so-called Isms approach and the configuration in which philosophy is one of the so-called ›foundation disciplines‹ dealing with education as an applied field. In an outlook, current changes in the relationship between philosophy and education will be discussed.

“THEORY RUN MAD”: JOHN DEWEY AND “REAL” VOCATIONAL EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 500-514 ◽  
Author(s):  
Joseph F. Kett
Keyword(s):  
Public Education ◽  
General Education ◽  
Vocational Education ◽  
Cultural Values ◽  
Progressive Movement ◽  
Democracy And Education ◽  
Complex Relationships ◽  
New Education ◽  
The Relationship ◽  
Intense Debate

Democracy and Education appeared amid intense debate over the relationship between school and work. This debate revealed a stark contrast between Dewey's idea to educate young people to understand the complex relationships of modern industry and the ideas of educators who equated vocational education with training fourteen- to sixteen-year-olds for maximal productivity, a view written into the Smith-Hughes Act of 1917. Whereas Dewey favored integrating vocational education with “a new kind of general education,” his antagonists assailed advocates of the “general” or “academic” curriculum as reactionaries who infected public education with impractical theories that only served those with time and money to indulge their interest in cultural values detached from daily life. Significantly, Dewey did not respond with a defense of theory over practice but with an assertion that his opponents’ thought was permeated by theories, ironically drawn from some of the same sources that influenced mainstream advocates of the “new” education. Understanding how combatants could derive conflicting conclusions from the same sources illuminates the paradoxes and aids in explaining the timing and scope of the Progressive movement.

Interstellar gas in the central region of the Galaxy

1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr
Keyword(s):  
Central Region ◽  
Galactic Plane ◽  
Neutral Hydrogen ◽  
Continuum Emission ◽  
Galactic Centre ◽  
Interstellar Gas ◽  
Hydrogen Recombination ◽  
The Galaxy ◽  
Centre Region ◽  
The Relationship

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

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