This book reconsiders pragmatist conceptions of democratic education, especially those of John Dewey. It addresses what democratic education can mean in the face of current threats that are undermining democracy. Since the mid-twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as much as possible. Given the recent undermining of democratic nation-states and their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This book sketches how a renewed democratic education, modeled after John Dewey and other forms of pragmatist educational philosophy, might look today. It identifies the conceptual, political, and technological challenges to education and democracy and explores how a new democratic education could be implemented in the classroom. John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, the philosophy of education, and political philosophy.

"This volume reconsiders pragmatist conceptions of democratic education, especially John Dewey's. It addresses what democratic education can mean in the face of the current threats that are undermining democracy. Since the middle of the twentieth century, liberal philosophers have been skeptical of fostering values through public education. Since liberal democracy must embrace different worldviews, education, especially public education, must refrain from teaching values as far as possible. Given the recent undermining of democratic nation states and their liberal foundations, this educational abstinence can be interpreted as one of the drivers of the current crisis of democracy. This volume sketches how a renewed democratic education, in the model of John Dewey and other forms of pragmatist educational philosophy, might look today. The volume identifies the conceptual, political, and technological challenges to education and democracy, and explores how a new democratic education could translate into the classroom. John Dewey and Contemporary Challenges to Democratic Education will appeal to scholars and advanced students interested in pragmatism and American philosophy, philosophy of education, and political philosophy"--

Through expert analysis, this text proves that John Dewey’s views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey’s Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey’s ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.

2016 marked the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. This centennial presented philosophers and educators with an opportunity to reexamine and evaluate its impact on various aspects of education in democratic societies. This volume brings together some of the leading scholars on John Dewey and education from around the world in order to reflect on the legacy of Democracy and Education, and, more generally, to consider the influence of Dewey’s ideas on education in the twenty-first century. John Dewey’s Democracy and Education in an Era of Globalization is unique in that it explores some important tensions and relationships among Dewey’s ideas on democracy, education, and human flourishing in an era of globalization. The contributors make sense of how Dewey would have interpreted and responded to the phenomenon of globalization. This book was originally published as a special issue of Educational Philosophy and Theory.

This book brings together diverse, international scholarly perspectives on education and democracy in response to contemporary challenges for educational leadership, policy and practice. The contributions meaningfully engage with a range of local and global issues regarding democratic participation and agency, with a particular focus on implications for educational access, engagement and justice. Each chapter considers the complex tensions and interplay between education histories, policies, practices and research to better understand how education can be for democracy in the twenty-first century. There is much work to be done in the field of democratic education, whether it be in the search of a better understanding of education and democracy’s relationship to one another, questions of how education might be for democracy, the importance of teaching young people about democracy, and whether education can be more democratic. This book makes a small, but important, contribution to these struggles for more democratic and socially just futures through education. Education, Policy and Democracy: Contemporary Challenges and Possibilities will be a key resource for academics, researchers, and advanced students of education leadership and policy, educational administration, politics, research methods, and sociology. This book was originally published as a special issue of the Journal of Educational Administration and History.

This book presents a collection of contemporary discourses that reconsider the relationship of democracy as a political ideology and American ideal (i.e., Dewey's progressivist ideas) and education as the foundation of preparing democratic citizens in America.

In this definitive collection of today’s most influential learning theorists, sixteen world-renowned experts present their understanding of what learning is and how human learning takes place. Professor Knud Illeris has collected chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study. Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. It provides a detailed synthesis of current learning theories... all in the words of the theorists themselves. The theories of Knud Illeris Peter Jarvis Robert Kegan Yrjö Engeström Bente Elkjaer Jack Mezirow Howard Gardner Peter Alheit John Heron Mark Tennant Jerome Bruner Robin Usher Thomas Ziehe Jean Lave Etienne Wenger Danny Wildemeersch & Veerle Stroobants In their own words

The function of reinforcement and punishment in the behavioral paradigm illustrates the intricacies of learning processes, fostering a deeper understanding of behavioral modification strategies. Moreover, the interplay between environment and behavior has underscored the necessity of context in facilitating effective learning experiences. Although critiques and limitations have been thoroughly examined, they serve to highlight the evolution of behaviorist thought and its ongoing relevance amidst a broader landscape of learning theories.

It is the responsibility of educators to utilize contemporary avenues in order to reach their students in ways familiar to them. When teaching digital natives, new techniques are necessary for making new information relevant to their experience. One way to do this is through the use of mobile devices in curricula. This integration can make education accessible anywhere and to anyone, personalized to each student's schedule and needs. The Handbook of Research on Mobile Learning in Contemporary Classrooms expounds the current research on m-learning and strategies to leverage mobile devices in educational contexts. It also addresses the importance of communication, community, and mobility in modern classrooms, while offering a comprehensive overview of the theory and pedagogy associated with this new technology. Nonprofit organizers, K-12 educators, administrators, policy makers, students of education, and developers will find this book to be an important research companion.

Levine has included all of the material published about Dewey during the 108 years between 1886-1994 and has included many 1995 items as well. She has verified all items and, whenever possible, obtained copies.