Book contents
- John Dewey’s Democracy and Education
- John Dewey’s Democracy and Education
- Copyright page
- Contents
- Contributors
- Foreword
- Acknowledgments
- Note on Abbreviations
- Introduction
- Part I Companion Chapters
- Introduction to Part I
- 1 Learning by Doing and Communicating
- 2 Learning and Its Environments
- 3 Giving Form and Structure to Experience
- 4 Growth, Habits, and Plasticity in Education
- 5 Democracy without Telos: Education for a Future Uncertain
- 6 What Is the Role of the Past in Education?
- 7 “A Mode of Associated Living”: The Distinctiveness of Deweyan Democracy
- 8 A Democratic Theory of Aims
- 9 What Is the Purpose of Education?: Dewey’s Challenge to His Contemporaries
- 10 Shaping and Sharing Democratic Aims: Reconstructing Interest and Discipline
- 11 Experience and Thinking: Transforming our Perspective on Learning
- 12 The Role of Thinking in Education: Why Dewey Still Raises the Bar on Educators
- 13 Method: Intelligent Engagement with Subject Matter
- 14 Subject Matter: Combining “Learning by Doing” with Past Collective Experience
- 15 Work, Play, and Learning
- 16 Boundaries as Limits and Possibilities
- 17 Knowing Scientifically Is Essential for Democratic Society
- 18 Educational Values: Schools as Cultures of Imagination, Growth, and Fulfillment
- 19 The Value of the Present: Rethinking Labor and Leisure through Education
- 20 An Old Story: Dewey’s Account of the Opposition between the Intellectual and the Practical
- 21 Nature and Human Life in an Education for Democracy
- 22 Individuality and a Flourishing Society: A Reciprocal Relationship
- 23 Autonomy, Occupation, and Vocational Education
- 24 Philosophy of Education
- 25 Healing Splits: Dewey’s Theory of Knowing
- 26 The Consciously Growing and Refreshing Life
- Part II Democracy and Education in Context
- Index of Names
- References
3 - Giving Form and Structure to Experience
On Chapter 3: Education as Direction
from Part I - Companion Chapters
Published online by Cambridge University Press: 20 April 2017
By
Book contents
- John Dewey’s Democracy and Education
- John Dewey’s Democracy and Education
- Copyright page
- Contents
- Contributors
- Foreword
- Acknowledgments
- Note on Abbreviations
- Introduction
- Part I Companion Chapters
- Introduction to Part I
- 1 Learning by Doing and Communicating
- 2 Learning and Its Environments
- 3 Giving Form and Structure to Experience
- 4 Growth, Habits, and Plasticity in Education
- 5 Democracy without Telos: Education for a Future Uncertain
- 6 What Is the Role of the Past in Education?
- 7 “A Mode of Associated Living”: The Distinctiveness of Deweyan Democracy
- 8 A Democratic Theory of Aims
- 9 What Is the Purpose of Education?: Dewey’s Challenge to His Contemporaries
- 10 Shaping and Sharing Democratic Aims: Reconstructing Interest and Discipline
- 11 Experience and Thinking: Transforming our Perspective on Learning
- 12 The Role of Thinking in Education: Why Dewey Still Raises the Bar on Educators
- 13 Method: Intelligent Engagement with Subject Matter
- 14 Subject Matter: Combining “Learning by Doing” with Past Collective Experience
- 15 Work, Play, and Learning
- 16 Boundaries as Limits and Possibilities
- 17 Knowing Scientifically Is Essential for Democratic Society
- 18 Educational Values: Schools as Cultures of Imagination, Growth, and Fulfillment
- 19 The Value of the Present: Rethinking Labor and Leisure through Education
- 20 An Old Story: Dewey’s Account of the Opposition between the Intellectual and the Practical
- 21 Nature and Human Life in an Education for Democracy
- 22 Individuality and a Flourishing Society: A Reciprocal Relationship
- 23 Autonomy, Occupation, and Vocational Education
- 24 Philosophy of Education
- 25 Healing Splits: Dewey’s Theory of Knowing
- 26 The Consciously Growing and Refreshing Life
- Part II Democracy and Education in Context
- Index of Names
- References
- Type
- Chapter
- Information
- John Dewey's Democracy and EducationA Centennial Handbook, pp. 31 - 37Publisher: Cambridge University PressPrint publication year: 2017
References
Adams, David Wallace. 1995. Education for Extinction: American Indians and the Boarding School Experience, 1875–1928. Lawrence, KS: University Press of Kansas.Google Scholar
Butin, Dan W. 2010. Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education. New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
Centers for Disease Control and Prevention (CDCP). 2012. Autism spectrum disorders (ASDs): What should you know? Access Date: March 2016. URL: www.cdc.gov/ncbddd/autism/index.htmlGoogle Scholar
Dewey, John. 1916 (2008). “Democracy and Education.” In The Collected Works of John Dewey, edited by Boydston, Jo Ann. MW 9. Carbondale: Southern Illinois University Press.Google Scholar
Lévi-Strauss, Claude. 1962. The Savage Mind. Chicago, IL: University of Chicago Press.Google Scholar
Pratt, Scott L. 2002. Native Pragmatism: Rethinking the Roots of American Philosophy. Bloomington, IN: Indiana University Press.Google Scholar
Vicker, Beverly. 2009. The high functioning person with an autism spectrum disorder: A “tourist” in his native country. Bloomington, IN: Indiana Resource Center for Autism. Access Date: March 2016. URL: www.iidc.indiana.edu/pages/The-High-Functioning-Person-with-an-Autism-Spectrum-Disorder-A-Tourist-in-His-Native-CountryGoogle Scholar
Watras, Joseph. 2015. “Environmental Protection, Philosophies of Education, and Democracy.” Paper presented at the Annual Meeting of the History of Education Society, Liverpool, November 20–22.Google Scholar