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Jackson, Jeff – Education and Culture, 2012
This essay aims to demonstrate the theoretical purchase offered by linking Dewey's educational theory with a rigorous account of dialectical development. Drawing on recent literature which emphasizes the continuing influence of Hegel on Dewey's thought throughout the latter's career, this essay reconstructs Dewey's argument regarding the…
Descriptors: Educational Philosophy, Educational Objectives, Grades (Scholastic), Scores
Fallace, Thomas D. – Education and Culture, 2010
This essay constructs a comprehensive view of Dewey's approach to history, the historical method, and history education. Drawing on Dewey's approach to the subject at the University of Chicago Laboratory School (1896-1904), Dewey's chapter on the historical method in "Logic: A Theory of Inquiry" (1938), and a critique of Dewey's…
Descriptors: History, Laboratory Schools, Educational Philosophy, History Instruction
Wojcikiewicz, Steven K. – Education and Culture, 2010
John Dewey proposes the "educative" experience as the goal of instruction. Yet, in focusing on the educative experience, Dewey may discount other sorts of learning which occur in school, and indeed in life. This piece proposes a recapitulation of Dewey's theory through Peirce's categorical system of experience, leading to three categories of…
Descriptors: Educational Philosophy, Progressive Education, Educational Practices, Academic Achievement
Waks, Leonard – Education and Culture, 2009
Cosmopolitanism in 2009 is arguably the philosophical and social counterpart of the progressivism of 1909. In this article, the author argues that John Dewey's pragmatism has (at least) two valuable lessons for the theory and practice of cosmopolitanism. After situating Dewey in the current discussion of cosmopolitanism and locating this…
Descriptors: Educational Theories, Educational Philosophy, Art, Art Education
Hansen, David T. – Education and Culture, 2009
Many people rightly consider John Dewey a distinctively American thinker. He was born into a time-honored New England culture. He was educated in American schools. He lived and worked virtually his entire life in the United States. He had a lifelong respect for American traditions in poetry, literature, philosophy, and more. He was active in…
Descriptors: Educational Philosophy, Progressive Education, Pragmatics, Federal Legislation