scholarly journals John Dewey: educação, democracia e coesão social

2021 ◽  
Author(s):  
Marcus Vinicius Cunha ◽  
Horacio Héctor Mercau
Keyword(s):  
John Dewey ◽  
The Public ◽  
Walter Lippmann

Este artigo aborda as relações entre educação, democracia e coesão social, tomando por base as ideias do filósofo e educador estadunidense John Dewey. Esse tema assume especial relevância na atualidade, quando a ideia de democracia enfrenta graves desafios. O artigo discorre primeiramente sobre as propostas apresentadas por Dewey no livro Democracia e educação, publicado em 1916, sua mais importante obra educacional. O propósito dessa análise é mostrar que as teses do autor sobre educação são estreitamente vinculadas às suas teses políticas. Em seguida, são examinadas as reflexões feitas por Dewey no livro The public and its problems, publicado em 1927, desenvolvidas em confronto com as ideias do jornalista Walter Lippmann. Enquanto Lippmann defende que a democracia requer a formação de um corpo de especialistas para comandar a vida social, Dewey enfatiza a necessidade de valorizar o público, isto é, os diversos agrupamentos que compõem a sociedade e que são atingidos pela ação do estado.

scholarly journals A “New Republic”? The debate between John Dewey and Walter Lippmann and its reception in pre- and postwar Germany

2009 ◽  
Vol 10 ◽  
pp. 187-207
Author(s):  
Norbert Grube
Keyword(s):  
John Dewey ◽  
Historical Context ◽  
Community Action ◽  
Postwar Germany ◽  
The Public ◽  
Rapid Social Change ◽  
Walter Lippmann ◽  
Economic Boom ◽  
American Progressivism ◽  
Spin Doctor

This article tackles the historical context, the genesis and the German reception of two different concepts of elitist governmental people’s instruction and public education drafted by two main intellectuals in the era of American progressivism – Walter Lippmann (1889–1974), journalist and former spin doctor of US-President Wilson (1856–1924), and the pragmatist philosopher John Dewey (1859–1952). The examination of Lippmann’s books Public Opinion (1922) and The Phantom Public (1925) and Dewey’s studies The Public and its Problems (1927) and Freedom and Culture (1939) reveals that both concepts are based on different notions of democracy, but on similar perceptions of modernity. Accelerated sequences of economic boom and depression, technological innovation, rapid social change and the seduction of mass media were seen as threats of public participation and of nationwide mobilization. These pessimistic notions of modernity as well as their implicit interactive perceptions of European socialism, nationalism and fascism facilitated the reception of Dewey and Lippmann in Germany. In doing so, German communication scientists, intellectuals, and pedagogues transformed terms like political leadership, community, action and creativity into the German context of nationalism and holistic community. But is this adoption a misreading or is this interpretation injected in the concept of both, Dewey and Lippmann? The comparison and reconstruction of these two concepts will show that their reception in Germany after 1945 was an amalgamation by intermingling different aspects of both models instead of a clear takeover of one model.

Libertad en condiciones. A vueltas con Dewey y Lippmann

Isegoría ◽  
2021 ◽  
pp. e20
Author(s):  
Ramón Del Castillo
Keyword(s):  
John Dewey ◽  
The Public ◽  
Walter Lippmann

El presente ensayo reconsidera las críticas de John Dewey a Walter Lippmann tomando como eje los argumentos esgrimidos en las sucesivas reseñas que Dewey fue haciendo de las obras de Lippmann. Se sostiene que las críticas que Dewey lanzó en estas reseñas, así como luego en The Public and its Problems (1927) ya apuntaban en una dirección que quedó más explícita en los años treinta, cuando Dewey respondió con lenguaje socialista a un Lippmann que apelaba a algo más que a la autoridad de expertos para contrarrestar las derivas de la democracia. En el debate que mantuvieron, no solo se pusieron en juego dos visiones de la relación entre democracia y voluntad popular, sino dos concepciones discrepantes sobre las bases económicas de una sociedad abierta y las condiciones necesarias para el ejercicio de la libertad.

The Public and Its Problems. John Dewey

1928 ◽  
Vol 38 (4) ◽  
pp. 478-480
Author(s):  
Stephen C. Pepper
Keyword(s):  
John Dewey ◽  
The Public

Lippmann and Dewey

2019 ◽  
pp. 80-124
Author(s):  
Jeffrey Friedman
Keyword(s):  
Social Science ◽  
John Dewey ◽  
Modern Society ◽  
Mass Public ◽  
Adequate Understanding ◽  
New Form ◽  
Walter Lippmann ◽  
Lack Of Knowledge

During the 1920s, Walter Lippmann expressed his growing doubts about the epistemic capacities of the journalistically informed mass public, and John Dewey published three responses to these doubts—none of which grappled with the interpretive problems that Lippmann saw as the barrier to an adequate understanding of modern society. Rather than lamenting the mass public’s lack of knowledge, as Dewey did, Lippmann was mainly worried about the inevitably biased stereotypes by means of which journalists and their readers winnow down overabundant knowledge into coherent interpretations. Dewey’s hopes for a new form of journalism, his faith in ordinary people’s knowledge of the problems afflicting them, and his ideas for a new social science failed to confront this problem of interpretation. However, Lippmann’s own solution, early in the debate, was an epistocracy of statisticians, which also failed to confront the interpretive problem he had identified. The debate ended, then, with neither engagement nor resolution.

Accountability, the Public, and Public Schools

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Public Goods ◽  
Progressive Era ◽  
John Dewey ◽  
The Public ◽  
Citizen Support ◽  
History Of ◽  
Shared Benefit ◽  
Key Aspects ◽  
Important Basis

I begin by laying out the shifting context of public schools and the citizens and democracy they serve. I ground my discussion in a theory of participatory democracy influenced by the ideas of Progressive Era philosopher of education John Dewey and contemporary political theorist Benjamin Barber. I provide that theory as both a foil to analyze contemporary changes in democracy and a guide for how we might respond to and, at times, resist them. I then trace the history of educational accountability to illuminate key aspects of the current accountability crisis. Finally, I define the public and public goods, an important basis for my call to revitalize citizen support for public schools insofar as these concepts show us how schools not only serve as a shared benefit, but also are established and protected as such through our shared efforts.

Introduction: John Dewey and the Public Sphere

2003 ◽  
Vol 39 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Robert Asen ◽  
Daniel C. Brouwer
Keyword(s):  
Public Sphere ◽  
John Dewey ◽  
The Public ◽  
The Public Sphere
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