John Dewey: educação, democracia e coesão social

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.

Memorial Urban Art as an Aesthetic Experience in the City - An Aesthetical Reading of War Murals in Tehran’s Urban Landscape

In the city of Tehran, a series of war-themed murals, often focused on strengthening the audience’s historical memory, stand out among all types of urban art. These works of art, which are generated by the government’s order and created by different state institutions, all carry political and ideological dimensions. They are considered a source of environmental qualitative assessment and recognised as a kind of ‘urban aestheticisation’; in other words, it is a process leading to the production of value according to the ‘John Dewey’ theory. Knowing that the war artworks contain a major political dimension and are mainly created by the order of the ruling governments to ‘strengthen the audience’s historical memory’, an added quality is inevitably integrated, which in the aesthetic domain is commonly known as kitsch: taking advantage of people’s standard associations and confirming them by employing proven stereotypes and clichés, as Ortlieb and Carbon (2019b) wrote. The urban landscape as an exhibition platform is therefore important as it is the context of social events and daily life that affects the audience’s perception. John Dewey defines this perception as an aesthetic experience which takes place in the field of empirical aesthetics and begins by explaining why specific objects give pleasure or displeasure. These explanations will later be integrated into a set of principles which, in turn, will join a global system of analysis, such as Fechner’s aesthetic valuations. The aesthetic experience of war urban artworks is analysed from the observation that in the creation of these works in Tehran, the government, as the sponsor, focuses on the use of the aesthetic qualities of the kitsch. The article then presents the reading of this aesthetic experience through the analysis of a selection of works, based on evaluation criteria and indicators. The interpretation of this experience is to discover the ‘quiddity’ of the evolutions which have occurred in these works from the beginning of the war until today. The following statement highlights one of the most notable results of the research: the weakening of the art position, from a promotional state that improves the urban landscape quality, into a way of showing government’s positioning concerning the paradigms of the country.

r/democracy

The final necessary element of democratic space is flexibility. Flexible spaces facilitate the experimental habit required for democratic politics; they help us improve our communities. Using the work of John Dewey, this chapter explains how flexible spaces provide an environment in which citizens can develop the experimental habits required for a progressive democratic politics. In flexible spaces—spaces characterized by both variety and malleability—citizens will not only encounter difference but will also be able to use it in the process of democratic decision-making. The chapter then turns to the case of Reddit as an example of a digital democratic space. It also shows the effects of flexible spaces by comparing two subreddits: r/the_donald and r/TwoXChromosomes. The chapter concludes by suggesting how the spaces of Reddit could be redesigned to be more flexible, further facilitating the democratic practice of experimentalism.

Conclusion

The conclusion argues that the aesthetic dimensions of biblical poetry require active engagement with the poem that does not merely uncover a meaning that already exists, but rather enacts a moment of human encounter. In doing so, it re-emphasizes the importance of formal analysis even while resisting New Criticism’s tendency to suppress historical, social, and political dimensions of the text and its interpretation. It follows John Dewey in arguing that reading is always an act of re-creation, and that even reading old material brings a new poem into existence. Ultimately, it suggests that biblical poetry now and again acknowledges its unfinished business: the way it leans toward the future and its readers, and thereby resists the nothingness of destruction.

Portal edukacyjny szansą rozwoju zdalnej edukacji

This article is an attempt at a polemic with selected, published positions of the Polish world of science, which deny the importance of the growing role of IT solutions in modern education, and their representatives still believe that the current system of transferring knowledge using traditional methods (Herbart School) is the only correct one. As early as the early twentieth century, the eminent reformer of American schooling, John Dewey, wrote that „if we teach today’s students as we taught yesterday, we rob them of the future”. The issues discussed concern both the results of the author’s own research on the digitization of Polish schools, as well as a literature review of the OECD, BECTA, Ken Robinson and the Educational Research Institute of the Ministry of National Education in terms of the effects of using information and communication technologies in education.

PAULO FREIRE Y SU TRAYECTORIA PEDAGÓGICA TEMPRANA

Este artículo se centra en el trabajo temprano de Freire en los tardíos años cincuenta y en los sesenta en Brasil y Chile. Las preguntas centrales que guían el análisis son las siguientes: ¿Cuál era el contexto que generaba respuestas como la de Freire y nutría su intencionalidad? ¿Cuál era el contexto intelectual e ideológico que inspiraba esas respuestas? ¿Cuál es la originalidad de su respuesta? Se presta atención al macro contexto político internacional y a la intersección con la política de modernización de Estados Unidos a través de la Alianza para el progreso, así como al micro contexto de Brasil y, en particular, del noreste incluyendo modelo nacionalista desarrollista que era prevalente, los movimientos de educación popular, la radicalización de sectores de la iglesia católica. La tesis de Freire de 1959 y los artículos que escribió en 1961 y 1963 son examinados. Freire llega a Chile en el tiempo del presidente Demócrata Cristiano, Eduardo Frei y trabaja en programas de alfabetización relacionados a la reforma agraria. Se buscan las conexiones de parte de su obra escrita con sus trabajos anteriores y se hace una lectura política de Pedagogía del Oprimido considerando la radicalización de Freire y la influencia de la teología de la liberación. Hay ciertamente una línea que conecta el pensamiento inicial de Freire con la interpretación que los pedagogos brasileños hicieron del pragmatismo de John Dewey. Sin embargo, el método de alfabetización de Freire y la concepción de la educación que lo respalda generaron una ruptura epistemológica en el discurso político pedagógico de la educación de adultos y más allá de ella.

Lecturas liberales desde Un mundo feliz: Huxley, Lippmann, Ortega y Dewey ante la homogeneización social.

El presente artículo analiza cómo una serie de autores autodenominados liberales perciben y critican la homogeneización social artificialmente producida. Para ello, se toma como referencia la obra Un mundo feliz, de Aldous Huxley, donde dicho procedimiento se vincula claramente con una sociedad totalitaria. A partir de ahí, se estudian las críticas que realizan a la homogeneización el propio Huxley, Walter Lippmann y Ortega y Gasset, recurriendo también a conceptos de William James. Se muestra la vinculación existente entre la homogeneización social y los movimientos totalitarios de comienzos del siglo XX, y se concluye con una propuesta inspirada por el pensamiento de John Dewey.