جان دیویی و چالش های معاصر آموزش دموکراتیک [کتاب انگلیسی] | کتابخانه مجازی الفبا

Table of contents :
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Contributors
Introduction
Part I: Dewey’s Theory of Education: Then and Now
Chapter 2: John Dewey’s Method of Intelligence Is Often Threatening, but Is It Objectionable?: Why Schools Need to Address Fear of Change if We Hope to Renew Democracy in Our Time
2.1 The Method of Intelligence: Preventing Violence While Cultivating Human Potential
2.2 The Method of Intelligence: A Promise and a Threat?
2.3 What Is to Be Done? Implications for Teachers and Schools
References
Chapter 3: John Dewey, Jane Addams, and the Pragmatist Road to Democracy
3.1 Democracy as a Moral Challenge
3.2 Democracy between Ethics and Science
3.3 Democracy and the Ethical Development of Society
3.4 Industrial Capitalism and Industrial Democracy
3.5 Democracy and Education
3.6 Democracy, Equality, and Individuality
3.7 Democracy as an “Imaginative” and Creative Process
References
Chapter 4: Education, Text, and Context: Between John Dewey and Stanley Cavell
4.1 Stanley Cavell and Moral Perfectionism
4.2 John Dewey on Education
4.3 Colin Koopman and Transitionalist Pragmatism
4.4 Theory and Practice in the Relationship between Public and Private
4.5 Conclusions
References
Part II: Dewey and Contemporary Challenges in Education: Political and Technological
Chapter 5: Populism, Democratic Education, and a Look at the Ukrainian War
5.1 On the Use of the Term “Populism”
5.2 Populism and the Promise of Education
5.3 Educational Institutions as a Political Battleground
5.4 A Look at the War in Ukraine
5.5 Democracy as a Reflective Way of Life
Notes
References
Chapter 6: Worldview, Democracy, and Education: Lessons from Poland: Practice and Theory, the Past, and the Future
6.1 Sergius Hessen
6.2 Worldviews and Education
6.3 The Devotion of Democracy to Education
6.4 Various Components of Successful Democratic Education
6.5 The Role of Education in the Twenty-First Century
Notes
References
Chapter 7: Deweyan Democracy and Education in a “Society of Broadcasters”
7.1 Introduction
7.2 Deweyan Democratic Education
7.2.1 Deweyan Democracy as Education vs. Deliberative Democratic Theory
7.2.2 Education as Situated Experience of Growth
7.2.3 Education through Communication
7.3 Mis- and Noncommunication in a “Society of Broadcasters”
7.3.1 “Society of Broadcasters”
7.3.2 Technologically Conditioned Miscommunication and Noncommunication
7.3.3 The Ethos of Authenticity within a Singularizing Culture
7.4 Assessing the Deweyan Perspective
7.4.1 Dewey’s Liberal Perfectionism
7.4.2 Rawls’s Political Liberal Critique of Liberal Perfectionism
7.5 Dewey’s Educational Challenge for Political Liberalism
Notes
References
Chapter 8: Democracy without Autonomy?: Information Technology’s Manipulation of Experience and Morality
8.1 Introduction: Democracy, Technology, and Education
8.2 Education and Value
8.2.1 Education, Experience, and Democracy
8.2.2 Why Do We Educate?
8.2.3 How Does Education Work?
8.2.4 How Is Education Connected with Democracy?
8.2.5 How Is Experience of a Certain Sort Necessary for Education?
8.3 The Technological Context
8.3.1 What Are the Fundamental Facts about Technology Today Relevant to Education and Democracy?
8.3.2 The Entertainment Frame
8.3.3 Psychological Well-Being
8.3.4 Neuroscience and Distraction
8.3.5 Zuboff’s Theory of Surveillance Capitalism and Instrumentarian Technologies
8.3.6 Extraction Architecture, Offline Conduct, and Psychological Depth
8.3.7 Nudging, Hypernudging, Tuning, Herding, and Manipulating
8.3.8 Manipulation or Domination?
8.4 Philosophical Analyses of the Experience of Technology
8.4.1 Experience as Accelerated, Frictionless, and Transitory
8.4.2 Has Life Itself Changed under Technology? Vallor and Dewey’s Call for Philosophical Discrimination
8.4.3 A Closer Look at Experienced Technology: Hypnotics and the Rhythms of Experience
8.4.4 Rhythm and Experience
8.5 Technology and the Habits of Inquiry: Memory, History, Science, and Moral Empathy
8.5.1 Memory, History, and Inquiry
8.5.2 Scientific Habits of Inquiry
8.5.3 Empathy and Moral Inquiry
8.6 Technology and Democracy
8.6.1 Are We Moving Away from Democracy toward Algocracy?
8.7 Conclusion: Educating for Experience Is Educating for Democracy
Notes
References
Part III: Applying Dewey’s Theory of Education Today: Novelties and Reenactments
Chapter 9: Philosophy for Children as a Via Media between Democratic and Anarchist Education
9.1 The Educational System in Europe and the Neoliberal Paradigm
9.2 Anarchist Pedagogy: A Way to Resist
9.3 Philosophy for Children: An Example of Education for Freedom
9.4 Conclusion
Notes
References
Chapter 10: The Economy and Democracy as a Way of Living: How to Create Democratic Attitudes within Economic Ethics
10.1 Introduction: Democracy and Education in an Economized World
10.2 Democracy and Education
10.3 Democracy as a Goal in Business
10.4 Creating Democratic Attitudes in Business Contexts
10.5 The Case of Service Learning
10.6 Conclusion
Notes
References
Chapter 11: Art Education and Democracy: John Dewey and Contemporary Art Education Practice
11.1 Dewey’s Mature Theory of Art as Experience2
11.1.1 Experience
11.1.2 The Arts
11.1.3 Aesthetic Experience
11.1.4 Art, Aesthetics, and Everyday Life
11.1.5 Moral, Social, and Spiritual Dimensions of Art and Aesthetic Experience
11.2 Art and Aesthetic Education at the Laboratory School
11.2.1 Art, Experience, and Education
11.2.2 The “Spatial” Organization of the School
11.2.3 Two Center Model of School Arts
11.2.4 Moral, Social, and Spiritual Dimensions of Art and Aesthetic Education
11.3 Dewey in Contemporary Art Education
11.3.1 “Derailing” Dewey
11.4 Conclusion
Notes
References
Index