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Foreman-Peck, Lorraine; Heilbronn, Ruth – Journal of Philosophy of Education, 2018
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers. Chris Higgins has argued that AR has lost its original…
Descriptors: Action Research, Theory Practice Relationship, Transformative Learning, Teacher Empowerment
Heilbronn, Ruth – Journal of Philosophy of Education, 2018
The article examines what Dewey means by 'growth,' why it is significant and why it should concern us as educators. A metric use of 'growth' is current, as in economic discourse as Gross National Product (GNP), or audited reporting on examination results to produce international achievement data. Dewey's principle of growth focuses on the…
Descriptors: Educational Philosophy, Economic Development, International Assessment, Democracy
Heilbronn, Ruth – Journal of Philosophy of Education, 2017
Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue…
Descriptors: Interpersonal Relationship, Foreign Countries, Progressive Education, Experience
Heilbronn, Ruth – Journal of Philosophy of Education, 2016
Can Dewey's Moral Principles in Education throw light on a contemporary policy issue in education, namely the privatisation of education through the establishment of academy schools in England? The article first considers what the policy entails, in terms of its conception of education as a market commodity. The next section suggests an…
Descriptors: Moral Values, Educational Philosophy, Educational Principles, Foreign Countries