John Dewey’s Philosophy of Education

An Introduction and Recontextualization for Our Times

Nonfiction, Reference & Language, Education & Teaching, History, Educational Theory, Philosophy & Social Aspects
Cover of the book John Dewey’s Philosophy of Education by Jim Garrison, Stefan Neubert, Kersten Reich, Palgrave Macmillan
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Author: Jim Garrison, Stefan Neubert, Kersten Reich ISBN: 9781137026194
Publisher: Palgrave Macmillan Publication: September 6, 2012
Imprint: Palgrave Macmillan Language: English
Author: Jim Garrison, Stefan Neubert, Kersten Reich
ISBN: 9781137026194
Publisher: Palgrave Macmillan
Publication: September 6, 2012
Imprint: Palgrave Macmillan
Language: English

John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.

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John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.

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