Dewey and tDewey and the teaching experience.docxhe Teaching Experience

8/18/2019 Dewey and tDewey and the teaching experience.docxhe Teaching Experience

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Dewey and the teaching experience

Javier Sáenz Obregon

1. Scope and context

Dewey is amongst those thinkers whose ideas were too revolutionary to be

meaningfully and systematically appropriated in their time;1 many of the challenges

posed by his pedagogical discourse are still in the future and the conditions for their

significant appropriation in schools and public policy have yet to been created!

"nlike his contemporaries of the international New School Movement 2 #Sáenz Obreg$n

%&&'( and the child-centered reformists in the "nited States #)liebard 1*+,( Dewey-s

pedagogical discourse was not centred on the students- learning and their psychology

but on the educational interactions between students and teachers! .n his ideal that

pedagogy should create educative experiences he was thinking not only of students but

also of teachers as intellectuals and creators of pedagogical theory; something that he

believes was hindered by the separation between teachers and those who plan and

theorize about education/

0he principle of learning by eperience if it is a good principle for pupils is a

good principle for teachers! .f our ideas and theories ought to be arrived at

inductively if they ought to grow up out of actual eperience why should not

the concrete eperience of the classroom teacher develop more in the way of

educational ideas and principles than it does at present2 . think one reason for

the gap between our modern theories and what is known and accepted in school

practices is largely due to the fact that the intellectual responsibility of the

classroom teacher has not been sufficiently recognized or magnified! 3ou know

if you are engaged in carrying out plans and ideas of one person you do not and

cannot throw yourself into it with the same enthusiasm and wholeheartedness

or same desire to learn and improve than you do when you are carrying out plans and ideas which you yourself have had some share in developing!

#Dewey 1*%4/ 1+56,(!

7ounded on the pragmatist conception of integration between theory and practice

Dewey criticized the tendencies in his time of forming teachers instrumentally in the use

of tools for teaching that is as 8efficient workers- and envisioned something radically

different/ 8to use practice work as an instrument in making real and vital theoretical

instruction- #Dewey 1*&4b/ %4*(! 9e believed a skill6based instruction of teachers was

based on the erroneous conception that prospective teachers have no significant


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eperiences with which to relate the theoretical dimension to their formation as future

teachers/

: #( beginning students have without any reference to immediate teaching a

very large capital of an eceedingly practical sort in their own eperience! 0he

argument that theoretical instruction is merely abstract and in the air unless

students are set at once to test and illustrate it by practice of teaching of their

own overlooks the continuity of the class-room mental activity with that of other

normal experience #Dewey 1*&4b/ %5+( # Dewey’s emphasis(!

. will eamine some Deweyan concepts and prescriptions for practice focusing on

eamples of the latter that to my mind still constitute relevant and creative challenges

for contemporary teachers concentrating on the teaching eperience/ on the

implications for teachers of Dewey-s concept of educational experience in terms of self6

reflection and self6creation!


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writings in order to recontetualize his concepts in the post6structural debate on

education! 50here have also been a number of historical studies on his early pedagogical

eperiments at the "niversity of >hicago and comparisons with other pedagogues as

well as relating Dewey-s thinking to feminism and applying his pedagogy to classroom

practice!, Although few studies have concentrated on Deweys conception of the

teacherB in the last ten years the trend has been to use Dewey-s prescriptions to tackle

specific problems of contemporary schools and public policy! +

2. Central concepts of Dewey’s pedagogical discourse

Dewey-s idea that the purposes of pedagogy* are fallible due to social and cultural

changes is even more relevant today as is his tenet to do away with the separation

between means and ends! Eedagogy cannot be viewed as a preparation for later life or a

means for economic development! Eresent pedagogical eperience is an intrinsic good;

its meaning and value cannot be derived from an imaginary and highly uncertain future!

0he purposes of teaching and learning are to be found within pedagogical eperience

and any eternal aim deprives it of its present meaning! Eedagogy has one central aim

namely growth or creating the conditions for educative eperiences! Eedagogy is a

process of living and an eperiment in the present; its aims are to be understood both as

conse@uences foreseen 66 the possibilities and achievements on the part of pupils and

teachers 66 and as hypothesis for pedagogical action !

Growth, 8a continuing reconstruction of eperience- creates new conditions for the self

knowledge society and the world with no final and definitive salvation to be attained!

0he hopes provided by growth are more modest/ to enable the 8living creature- to live

8as truly and positively at one stage as at another- and to guarantee further growth in

new directions #Dewey 1*1,a/ 511&&(! 7or growth to take place the discontinuities of

the self-s eperience have to be overcome through its permanent reconstruction! Frowth

enhances collective possibilities by creating conditions for an increase in shared

eperience! 0eachers and students are to be formed and form themselves in order to

contribute to the democratic reconstruction of social habits and institutions in terms of

greater e@uality of opportunities and common understanding in a society characterized

by social mobility and free circulation of eperiences and ideas! Students and teachers

are to take part in the transformation of the eisting economic and political order


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correcting unfair privilege and deprivation! 0o create a common basis for shared

eperience teachers are to contribute to the creation of a social spirit of cohesion and

common understanding among all peoples and races eorcising pre=udice isolation and

hatred!

Cy eamining Dewey-s conception of the self in terms of teachers- sub=ectivity we can

envision the challenges and possibilities for self6creation that his pedagogy entails/ a

self6creation through intense and meaningful interactions with other teachers students

knowledge and the world! All dualisms associated with the self are to be dissolved

through pedagogy for they lead to the fragmentation of self and eperience/ thought and

emotion instinctGimpulse desire and thought the inner and the outer interest and

willGeffort thought and eperience theory and practice value and meaning knowledge

and activity habit and thought self and society self and world ends and means the

moral and the social! Dewey-s view of the self and eperience is a kinetic and organic

one that of a well crafted film where all images are related and movement is

permanent! 0he self is 8essentially a process a process of growth not a fied thing-

#Dewey1+**/ 1&%(! .t is part of a unifying movement #or eperience( in which all

elements cease to stand in opposition to each other by becoming @ualities of a single

intense and meaningful flow! And educational eperience is a transformative

transaction between past and future eperience that selects useful aspects of past

eperience and modifies the @uality of subse@uent eperiences!

0he self is a contingent and unstable product of historical practices; even 8instincts- are

not fied for their meaning 8is ac@uired; it depends upon interaction with a matured

social medium- #Dewey 1*%%/ ,5(! .ts limits are also labile rather than naturally fied!

0he sub=ect and the ob=ect of knowledge and the individual and society are not two

separate realms! 0he historical conception and production of a spectator self distanced

from the world and others is a contingent notion and eperience produced by

pedagogical practices and by the social arrangements of authoritarian societies!

7urthermore the self is not divided into discrete powers or faculties; it interacts as a

whole with others and the world and when this interaction is successful all its powers

66 body physical action instinctGimpulse imagination feelingGemotion

characterGdisposition habit willGeffort interestGdesire 66 act as unity as a concentrated

movement within life itself !


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)nowledge is produced when self and world become united through eperimental or

reflective thought a contextual thought that problematizes the use of generalizations

abstracted from the initial conditions in which they are made! 7or Dewey outside

contet outside the actual lived situation meaning cannot be ascertained/ 8in the reality

of a living spoken language the utterance has no meaning ecept in the contet of a

situation- #Dewey 1*'1/ 4(!

Hike pedagogy thought always stands to be corrected and can never be fully true; it is a

tentative moment of e@uilibrium that must seek its own demise by being tested as new

hypotheses in an endless circular movement! Eedagogical thought and eperimentation

is a comple dynamic act and a point of synthesis of all the dimensions of the selves of

teachers and students; an action of mutual adaptation between self and world between

teachers and students! 0hought is produced under certain conditions that introduce

problems into the regular flow of eperience/ 8thinking occurs when things are uncertain

or doubtful or problematic! ?here there is reflection there is suspense #( all thinking

involves a risk! >ertainty cannot be guaranteed in advance- #Dewey 1*1,a/ 14+(! Ieal

thought unifies the sub=ect and the ob=ect of eperience through the absorption of the

self on the ob=ect or problem!

7or Dewey through language we anticipate situations symbolically and imaginatively

and are able to tap into the intellectual systematization of humanity-s ideas and

concepts! Hanguage is above all an instrument of communication/ a means of sharing

ideas and feelings and of creating a community of understanding and purpose! 0hrough

communication a social self is formed constituted by social agreements and

regularities! .t is also the means for the sharing of eperience that characterizes a

democratic society/ the recognition of common interests and the creation of common

aims and aspirations!1&

3. The teacher as subject of educational experience

Dewey conceives teachers simultaneously as artists intellectuals and eperimenters! 9is

discourse eercises a liberating effect on the teacher-s relation to knowledge and

teaching practices! 7or the first time in pedagogical discourse the power eercised over


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the teacher was @uestioned/ that of eperts #philosophers theologians pedagogues and

later psychologists( and civil and religious authorities who since the seventeenth century

had tried to determine what and how the teacher taught and related to knowledge!

Dewey @uestioned the teacher-s situation in words that have an uncanny contemporary

ring/ 8in the name of scientific administration and close supervision the initiative and

freedom of the actual teacher are more and more curtailed- #Dewey 1*%5/ 1%%(! .n

pedagogy there should not be sharp distinctions between those who planned and those

who eecuted for it did not allow the teacher to view the educational process as a

whole rendering her work mechanical and alienating! 0eachers were to be free to define

the ends methods and sub=ect matter of education; and they were to contribute to the

development of pedagogical theory!

.t would be hard to find a more intellectually demanding and comple practice than that

conceived by Dewey! 0he teacher is to be a creator with an artist-s 8personal enthusiasm

and imagination- a similar intuitive and sympathetic understanding of pupils- 8mental

movements- and of the particularities of the educational situations of her practice that

artists have of their materials #Dewey 1*%4/ 1+,(! As an intellectual she is to develop

knowledge about the growth of children and youth the historical conceptions and

methods of pedagogy contemporary society and its problems and the structure and

content of academic sub=ects! Cut she is to be more than a bearer of knowledge/ she has

to convert her knowledge into pedagogical hypothesis and observe and reflect on the

pedagogical eperiment!

At the center of these comple practices is Dewey-s idea of the use of experimental

method in teaching and learning practices! .n its more general sense method is the

personal way in which teachers and students act intelligently! 0here are then as many

methods as there are individuals! Cut in a more specialized sense as the prototype of

intelligent human action method is the eperimental or reflective discipline of

thought to be enacted in schools! All Dewey-s prescriptions for teachers on the

organization of schools on teaching practices on the ordering of sub=ect6matter and on

the ways pupils are to be governed have as their aim the production of eperimental

thinking!


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0eaching and learning are to begin with pupils- concrete personal eperience and grow

progressively detached from their particular viewpoint in the direction of the abstract

and logically organized forms of learning! 0he starting point for eperimental thought is

8spontaneous- ordinary activity and eperience of the pupil within which a teacher-s

practices have to 8fall- cooperating with the flow of eperience! Eedagogical

eperimentation is a si6stage process! 7irst through teacher-s suggestions ideas are

selected in order to deal with a perpleity eperienced by students! Secondly teachers

contribute to the intellectualization of the perpleity so that it becomes a genuine

problem! 0hirdly teachers and students design a 8hypothesis- or plan of action to guide

the observations and actions of the eperiment! 7ourthly a 8supposition- or 8con=ectural

anticipation- is formulated regarding the possible conse@uences of the eperiment!

7ifth the hypothesis is tested by an overt or imaginative action! 7inally the effects of

pupils- actions are observed organized and reflected on! 0hrough the constant repetition

of this procedure the eperimental mode of thinking would become a permanent habit!

.n this eperiment academic sub=ects are integrated; they are used to shed light on the

eperimental problem rather than presented in the uniform manner of traditional plans

of studies! 0he teacher has to select sub=ect matter that is useful for dealing with the

uncertainties and hypotheses that emerge from pupils- eperiences! 0he formal skills of

reading writing and arithmetic are taught during the process of carrying out these

eperimental activities and in subordination to them! 0he eperiment also re@uires the

participation of pupils and teachers from different grades in order to intensify the

continuity of their eperience! 0he function of sub=ect matter is also social in terms of

the interpersonal and collective dimension of human eperience that give rise to moral

problems! 0eachers are to familiarize pupils with 8the weak places the dark places the

unsettled difficulties of our society- #Dewey 1*1,c/ 1*5( and this knowledge is to be

articulated with the actions re@uired for the resolution of social problems! 0hus history

for eample is to be the study of the structure and functioning of the social mechanism

and its problems for 8history deals with the past but this past is the history of the

present #( 0he true starting point of history is always some present situation with its

problems- #Dewey 1*1,a/ %1'6%14(!

0hrough their practices teachers are also to create a continuity between school and life/

connect and generate conflict between their 8ordinary- eperience and that of pupils


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outside schools; replicate in schools the eperience of the community as a social and

productive organization; act on contemporary social forces; and transform the highly

formalized timetables and systems of classification and evaluation that create

discontinuities with ordinary life!

he desi!n of educative experience

0he primordial task of teachers is that of creating educative experiences, conceived as

eperiences that increase the meaning of human life lead to actions that are more

intense effective and socially productive and create sub=ects practices and instiutions

that are freer and more e@uitable! Kducative eperiences form sub=ects with the

necessary dispositions to continue educating themselves permanently sub=ects then that

do not perceive themselves as fied and completed! And the @ualities of these sub=ects

are solidarity creativity curiosity initiative intense desires and purposes and an open

and unpre=udiced mind! 7or Dewey educative eperiences have two prototypical

characteristics/ their continuity and interactivity"

Dewey-s prescriptions for a practice that leads to educative eperiences constitute a

radical transformation of the teacher-s position as sub=ects! 0eachers are to act on

pupils’ actions indirectly rather than directly on their character and dispositions! 7irst

they are to direct pupils- attention to knowledge rather than to themselves being wary

that their personality does not get in the way of pupils- direct relation to knowledge for

reliance on their personal strong points to motivate learning could lead pupils to

dependence and weakness! Secondly teachers are to become aware 8of the

distinguishing peculiarities of their own mental habit- so that it does not become the

standard for =udging the mental processes of pupils #Dewey 1*1&/ 4+(! 0hirdly teachersshould not appeal directly to pupils- moral or aesthetic emotions; doing so would isolate

emotions from their 8proper function- of 8valuing and reinforcing action- and appealing

directly to emotions would turn them into something merely 8sentimental- #Dewey

1+*5/ %%B(!

0he teacher then is to design the o#$ective conditions #the educational situation( that

would lead pupils to educative experiences! 0hese conditions include educational

8materials- #sub=ect matter e@uipment books toys games( the social structuring of the


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situation in terms of teacher6pupil interactions and those of pupils amongst themselves!

7or Dewey the teacher does not have the right to withhold from pupils- the

understanding she had gained from her own eperience! Eedagogical interactions

cannot privilege the authoritative knowledge of the teacher and sub=ect matter nor the

students- learning activities; what is needed then is a constant transaction between

teacher pupils and knowledge!

0he teacher-s design of the educational situation has the aesthetic @ualities of a dance/

balance rhythm harmonious interaction; both dancers 66 teacher and pupil 66 have to

follow not so much each other but the music the flow of the reconstruction of

knowledge and eperience! 7irst this means the maintenance of a delicate balance between teachers- actions and those of pupils 8between too little showing and telling as

to fail to stimulate reflection and so much as to choke thought- #Dewey 1*''/ ''4(!

Second the teacher has to connect the flow of her actions to those of pupils in order to

redirect them towards a continuous and focused course of action! 0hird she is to

maintain 8the continuity of the class6room mental activity with that of other normal

eperience- by drawing upon the ideas interests and activities of pupils- home and

community life and by having pupils apply in daily life what they learn in school

#Dewey 1+**/ B5(! 7ourth the teacher is to observe the effects of the conditions she has

designed in terms of shifts in pupils- eperiences and to ad=ust these conditions

accordingly! She is to observe the initial traits habits interests and needs of pupils the

way they interact with the eperimental situation the effects of this interaction on their

initial eperiences and the direction in which their eperience is heading! Kamination

has to be unobtrusive taking advantage of situations of free activity that best reveal

pupils- natural tendencies and focusing on their transformation rather than on how

much they have learnt!

Government and self-!overnment throu!h experimentation and interdependence

7or the government of pupils Dewey places his faith in the interactions and mental

discipline demanded by the eperimental method! Discipline becomes like learning an

indirect effect of eperimental practices of the 8democratic- regulation of conduct

inherent in shared eperiences based on the constant mutual adaptation of teachers-


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and pupils- actions! 0hese regulations are to be like those of games/ clearly defined

constitutive of the activity itself rather than eternally imposed and voluntarily

accepted by all so that only un=ust decisions are @uestioned but not the rules

themselves! Only by being allowed relative freedom of action can teachers and pupils

perceive the limits imposed by the freedom of others! Cut it is not freedom of feelings

impulses or actions that is to be sought but mental freedom/ the productive

progressive and democratic freedom intrinsic to eperimental thinking! 0o be free is to

have the 8power to frame purposes #( to evaluate desires by the conse@uences which

will result from acting upon them; power to select and order means to carry chosen ends

into operation- #Dewey 1*'+a/ ,4(!

Dewey-s pedagogy seeks to integrate pluralism and commonality by a recognition that

common purposes and eperiences are arrived at through different paths! 0he

commonality re@uired by shared eperience is to be connected with individual and

social differences! .n order to achieve this pupils of different social groups are to be

mied in schools as a necessary condition of a democratic education and society;

pupils- intellectual progress is to be =udged in terms of their 8uni@ue self- as a 8living

struggling failing and succeeding individual- rather than by comparison to others; and

the teacher is to recognize that each pupil has her own method of thinking and is to

encourage this diversity!

7or Dewey moral knowledge and valuing are the same as any other forms of

knowledge and valuation! 0hrough action teachers and pupils are to put moral ideas to

the test in terms of the formation of a moral 66 that is a democratic 66 community and

self! 0he end of moral formation is the permanent epansion and intensification of

democratic interactions and institutions an on6going eperiment directed to increase the

eperience shared by individuals and social groups and intensificiation of meaningful

fleible creative educative e@uitable and free eperiences!

.n order to become democratic school eperiences are to be characterized by 8free and

e@uitable- communication #Dewey 1*1,a/ +4(; and the symmetry in the knowledge and

power of individuals that this implies can only be the result of an education that

provides e@ual opportunities for all!


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with others!


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societies% a type of society where the necessary learning to live in the present and the

future had little to do with what adults learned in the past! .t seems evident that children

and youth are forming themselves individually and collectively for a radically different

world from that of their parents and teachers! 0hey are forming themselves for a much

faster world constitutive of new sub=ective forms and forms of thought and language

that are eroding the monist and universalist sacredness of abstract thought/ a world more

open to ambivalence and uncertainty in which their ways of eperiencing and choosing

life6courses are not as tied as those of previous generations to effort will or a

fundamentally rational calculus! 0his contemporary eperience is based more on

practical and contetualized ways of thinking and open to multiple non6discursive

languages/ oral dramaturgical audiovisual and corporeal! 11

Dewey-s radical conception of the teacher-s intellectual pedagogical and political

autonomy was founded on a vision that pedagogical practices are to be intrinsic goods

ends in themselves and in permanent reconstruction! 0his conception may be put in

action in a contemporary scenario that is dominated in terms of public policy by

conservative forces deeply distrustful of teachers and seek ing to regulate with ever6

increasing intensity their classroom practices; managerial and privatization rationalities

are applied the results of pupils- standardized evaluations are used as the central

standard of the :@ualityL of education!

0he :crisis of authorityL of contemporary teachers can be viewed not only in relation

with the State-s and other agents- regulation of teachers- practices but also in relation to

the practices of self6creation of children and youth! And this asymmetry between the

vital and reconstructive power of students that bears a plural and uncertain future and

of a sub=ect that in many cases defends the :stabilitiesL of modernity can only be

resolved through the constitution of a shared eperience that connects these differences

meaningfully! 0his shared eperience is one in which teachers- eperiences become

reconstructive and vital and students- everyday eperiences are also reconstructed in

schools through the steadier more systematic abstract and concentrated practices of

knowledge which are characteristic of academic disciplines!


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Drawing from the strategic systematization . have undertaken of Deweys pedagogical

discourse in the previous two sections one can infer other specific dimensions in which

it can be used in the present battles over teachers- sub=ectivity and teaching eperience!

7irst regarding the types of knowledge that would strengthen teachers- autonomy and

make more meaningful and powerful their teaching eperience! Against the historical

and contemporary tendency to infantili&e teachers especially prevalent in strongly

>atholic countries #such as my own( Dewey-s pedagogy envisions teachers as

politically committed powerful and courageous living and social beings! A power

conceived as a constant capacity to reconstruct themselves students and society

founded on their own knowledge and eperience which derives from the continuity of

their school eperiences with a plurality of diverse eperiences their own lives and out

of6school eperiences those of students human eperience formalized in academic

knowledge and in pedagogy and social and political life! Of special potency to my

mind is Deweys image of the teacher which simultaneously reflects on the pedagogical

eperiment and on her self in the action of teaching; a practice that would effectively

dissolve the separation between actions on the self and actions on others and the world

that has characterized pedagogical discourse for some four centuries!1%

A second dimension is the integration in teaching and learning of all the powers of the

self as the central practice both of knowledge and of government in schools! ?e have

seen in the past two decades the emergence of educational policies of multilateral

agencies and national governments directed eclusively to the government of pupils in

schools/ policies to teach them how to live and design productive 8life6pro=ects- to

regulate their seuality and teach them to take care of their own health as well as to

teach them to control directly their 8negative- emotions such as anger!1' 7rom a

Deweyan perspective one can criti@ue these policies on three counts! On the first in

their component of direct moral6social instruction that aims to adapt students to

hegemonic conceptions of how to live! On the second count for mak ing a direct appeal

to students- emotions rather than connecting emotions to practices of knowledge

thereby fragmenting the self! 7inally because they separate that which Dewey believed

should be effects #or @ualities( on a single flow of eperimentation and eperience/

reflective thought morality and self6government or government of others!


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A third dimension is the necessary tension conflict and dialogue between pluralism and

commonality! 0he debate of communal pluralism versus liberal minimal commonality

has continued to rage amongst philosophers of education for some time now! . believe

Dewey-s conceptions and prescriptions can help bridge the divide for like others it is a

duality he believes is artificial and leads to a fragmented eperience! 9is prescriptions

for a plural and common educative eperience are at the same time imaginative

realistic and politically powerful/ we live in a pluralistic world so pluralism is

immanent to our individual and social eperience! 0hat is why teaching practices are to

be radically democratic in the sense of creating the maimum possible shared

eperience! 0his idea of shared eperience underscores to my mind that what is shared

is different and also that plurality can paradoically only be intensified #and protected(

by way of reaching common agreements based on different arguments!

7ourth and last are the mutual and necessary reconstructions both in schools and

society for the configuration of a radical democracy! Once more bridging the dualist

opposition between those who view schooling as the primordial :saving forceL of

society and those who believe little or nothing will change unless we transform society

and the State Dewey-s conceptions and prescriptions show a powerful way out! Against

the first group he argues that the configuration of a radical democratic eperience in

schools is only possible in a radical democratic society; against the second he would

argue that ethical and political transformative practices do not have a 8sacred- scenario

as some would hold #the State political parties trade unions( but have to constitute a

way of life whose struggles take place in all institutions and in 8ordinary life-!

7urthermore he prescribes a permanent interaction and continuity between democratic

political actors and schools; one in which teachers and students actively contribute to

the political transformation of society and political movements are engaged in the

educative eperiences of schools!

C.CH.OFIAE93

Cernstein I! J! #1*+B( 80he varieties of pluralism-! 'merican (ournal of )ducation,

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pragmatic understanding of education-! )ducational heory, 44/' %**6'1B!


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)ducation and the new scholarship on (ohn Dewey" Studies in *hilosophy and

)ducation, 1'/ '64 %B'6%*&!

Ciesta F!J!J! and hMteau +es !rands pda!o!ues, Earis /

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EarQs/ "KS>O Eublishing!!

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66 #1+*Ba( 8


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3453-3452" >arbondale/ Southern .llinois "niversity Eress 1*+5!

66 #1*'%( 80he economic situation/ A challenge to education-! +0 , 1*+5!

66 #1*''( 89ow we think/ a restatement of the relation of reflective thinking to the

educative process- +0 +1*+,!

66 #1*'4( 80he need for a philosophy of education- +0 * 1*+,!


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66 #1*',( 80he Dewey School% statements- +0 11 1*+B!

66 #1*'B( 80he challenge of democracy to education- +0 11 1*+B!

66 #1*'+a( )xperience and education! ew 3ork/ >ollier Cooks 1*,'!

66 #1*'+b( 80o those who aspire the profession of teaching-! +0 1' 1*++!

J! Dewey and K! Dewey #1*15( Schools of to-morrow! Hondon and 0oronto J!

1*15!

Detlefsen )! #1**+( :Diversity and the individual in Dewey-s philosophy of democratic

educationL! )ducational heory, 4+/' '&*6'%*!

Dussel .! and >aruso

the reception of educational theories-! *aeda!o!ica .istorica, iii 'B56'**!

Fesmire, S.A. (, 1994/95) ‘d!ca"in# "he moral ar"is"$ %rama"icrehearsal in moral ed!ca"ion’. Education and the new scholarship on John Dewey, Studies in Philosophy and Education, 1&$ &'4, 1&'.

7ishman S!arthy H! #1**+( (ohn Dewey and the 1hallen!e of 1lassroom

*ractice" ew 3ork and Hondon/ 0eachers >ollege Eress!

Farrison J! #1**5( 8Deweyan prophetic pragmatism poetry and the education of Kros-!

'merican (ournal of )ducation, 1&'/ 4 4&,64'1!

Farrison J! #1**,( 8Dewey @ualitative thought and contet-! 6nternational (ournal of

/ualitative Studies in )ducation * '*1641&!

Farrison J! #1**B( Dewey and )ros" 0isdom and Desire in the 'rt of eachin! ew

3ork and Hondon/ 0eachers >ollege >olumbia "niversity!

Farrison J! #1**+( 87oucault Dewey and self6creation-! )ducational *hilosophy and

heory '& 11161'4!

Farrison J! #1***( 8John Deweys theory of practical reasoning-! )ducational

*hilosophy and heory, '1/ ' %*16'1%!

Farrison J! 9ickman H! .keda D! #%&14( +ivin! as +earnin!% (ohn Dewey in the

23st 1entury! Dialogue Eath Eress!

Foodenow I! #1**&( 80he progressive educator and the 0hird ?orld/ a first look at

John Dewey-! .istory of )ducation, 1*/1 %'64&!

9ansen David 0! #ed( #%&&,( (ohn Dewey and 7ur )ducational *rospect% ' 1ritical

)n!a!ement with Dewey’s Democracy and )ducation! Albany/ State "niversity of ew

3ork Eress!


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9arbour >! #%&14( (ohn Dewey and the 8uture of 1ommunity 1olle!e )ducation!

Hondon/ Cloomsbury Academic!

9ickman H!A! #ed( #1**+( 9eadin! Dewey" 6nterpretations for a *ostmodern

Generation" Cloomington and .ndianapolis/ .ndiana "niversity Eress!

9older J!J! #1**4G*5( 8An epistemological foundation for thinking/ a deweyan

approach-! )ducation and the new scholarship on (ohn Dewey" Studies in *hilosophy

and )ducation, 1'/ '64 1B561*%!

9olmes C! #1*+&( 80he reflective man/ Dewey-! .n E! ash A!

Eerkinson! he )ducated Man% Studies in the .istory of )ducational hou!ht"

9untington ew 3ork/ Iobert K! )rieger Eublishing >ompany!

9ook S! #1*B4( )ducation and the amin! of *ower" Hondon/ Alcove Eress!

Jackson E!?! #1**4G*5( 8.f we took Dewey-s aesthetics seriously how would the arts betaught2-! )ducation and the new scholarship on (ohn Dewey, Studies in *hilosophy and

)ducation, 1'/ '64 1*'6%&%!

)liebard 9! #1*+B( he Stru!!le for the 'merican 1urriculum 3:45- 34;:! ew 3ork/

Ioutledge and )egan Eaul!

Heach

continuity discourse and gossip-! )ducation and the new scholarship on (ohn Dewey,

Studies in *hilosophy and )ducation, 1'/ '64 %*16'&,!

Hehmann6Iommel I! #%&&&( 80he renewal of Dewey! 0rends in the nineties-! Studies

in *hilosophy and )ducation, 1* 1+B6%1+!

contempor>neas% Cogotá "niversidad >entralGSiglo del 9ombre!

ommitment! Farden >ity !3/ atural 9istory Eress

Doubleday!


19/21

OUlkers J! #1**5( 8Creak and continuity/ observations on the modernization effects and

traditionalization in international reform pedagogy-! *aeda!o!ica .istorica '/ i

,B56B1'!

OUlkers J! and Ihyn 9! #eds( #%&&&( Dewey and )uropean education" General

*ro#lems and 1ase Studies" Dodrecht/ )luwer Academic Eublishers!

Eeters I!S! #ed!( #1*BB( (ohn Dewey 9econsidered" Hondon/ Ioutledge and )egan

Eaul!

Eopkewitz 0! #ed( #%&&5( 6nventin! the Modern Self and (ohn Dewey% Modernities and

the ravelin! of *ra!matism in )ducation! Hondon/ Ealgrave!

Ering Iichard #%&&B( (ohn Dewey% ' *hilosopher of )ducation for 7ur ime? Hondon/

>ontinuum .nternational Eublishing Froup!

Ieguillo I!#%&&&( )mer!encia de culturas $uveniles@ estrate!ias del desencanto"Cogotá/ Kditorial orma!

Ieese ?!J! #%&&1( 80he origins of progressive education-! .istory of )ducation

/uarterly, 41/ 1 16%4!

Iorty I! #1*+%( 1onse

eachin!% oward a 9eflective and 6ma!inative *ractice" 0housand Oaks >A% SageEublications!


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Sinclair


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1 7or an account of this in Hatin America see/ Sáenz Obreg$n %&&4! .t is beyond the scope of this chapter to eamine themany studies of Dewey-s appropriations in the "nited States and many other countries that support my general claim of

these partial appropriations; that on the one hand tended to over6methodologize his ideas; and on the other tended toeclude his more radical conceptions of the self knowledge the teacher as intellectual and schools as political sites! . refer

the reader to the following studies/ Ciesta and aicedo 1**5; Dussel and >aruso

1**+; Foodenow 1**&; )liebard 1*+B; OUlkers 1**5; OUlkers and Ihyn #eds( %&&&; Eopkewitz #ed!( %&&5!

Such as >laparPde Decroly 7erriPre

Documents

Dewey and tDewey and the teaching experience.docxhe Teaching Experience