Change
, 28, 131, 190, 194
characteristics in location
, 121
communication
, 162–163
degree of
, 164
Dewey’s philosophy
, 162–164
generational
, 168–169
parameters of debate and possibilities
, 169
political revolutions informing
, 167
seasonal
, 28
understanding cultural requirements for
, 164
Child’s interest in learning
, 202
Communication
, 162–164, 170
See also Habermas’s paradigm of communication
Communicatively achieved agreement
, 172
Conflict of interests
, 209
Consequences of Pragmatism (Rorty)
, 217
Constructive Conscious Control of the Individual (Alexander)
, 89
Constructive interest
, 185, 193, 195
Contemporary formal educational system
, 39
Creative democracy
, 23, 62, 73
Antigone, Dewey and democracy
, 67–72
Antigone and Nussbaum
, 64–67
education experience
, 72–78
Critical consciousness
, 198
Critical thinking
, 63, 157, 193, 197
Cultivated imagination
, 193
Culture
, 110, 179
crisis in
, 219
interest as
, 213–214
Curriculum. See Democratic curriculum
Curriculum integration (CI)
, 154
Democracy
, 44, 106, 144, 155, 162, 164, 184, 185
Dewey relating
, 187–189
education for
, 187
See also Student’s experience of democracy
Democracy and Education (Dewey) (D&E)
, 23, 38, 62, 71, 86, 89, 95, 102, 162–163, 166, 173, 174, 185, 186, 187, 195
Democratic communication
Dewey’s theory of
, 163
moral value of
, 162–163
Democratic communities
, 38, 178
case study
, 48–53
conceptualizing makerspaces
, 49
education as experienced naturally and feed into formal setting
, 43
education as experienced naturally in contrast to traditional view
, 40
formally or naturally occurring education
, 39–44
knowledge
, 50
newer forms of space
, 44–48
Quiet Zone at Bristol Hackspace
, 54
signage from Access Space main lab
, 51
20 × 20 Canvas Exhibition at Access Space
, 52
Democratic curriculum
, 141, 142
democratic education and academic/vocational divide
, 144–147
stakeholders and
, 152–156
standards and
, 147–152
Democratic education
, 144–147, 154
Deweyan
, 102
interest and discipline in
, 211–213
limiting possibilities
, 72
reform
, 62
Democratic ideal
, 102, 105–106, 112, 116, 163, 166, 177
Democratic philosophy
, 162
Democratic school
, 146, 153
shape possibilities for
, 178–180
Democratic society
, 145, 146, 151, 153, 178–180, 186, 189
Department for Education
, 154–155
Descartian mind/body dualism
, 128
Dewey’s notion of interest
, 202–214
Dewey’s philosophy of change and reconstruction
, 162–163
Dewey’s pragmatism
, 62, 63, 217–220
Dewey’s theory of democratic communication
, 163
Deweyan democratic education
, 102
Deweyan democratic ideals. See Democratic ideal
Dialectical functions of interest
, 206–207
Dictionary of Philosophy and Psychology (Dewey)
, 69
Digital age, preserving rich experience in
, 22
digitally enriched experience in action
, 25–26
framework for experience-based, technology-enhanced thinking
, 31–32
framing experience
, 23–29
framing work in broader contexts
, 26–29
lasting impact of experience
, 29–31
tool selection and use
, 32–34
uses of technology
, 34
Digitally enriched experience in action
, 25–26
Discipline in democratic education
, 211–213
Disposition
, 184–185
and habit
, 194–195
kind of
, 189–191
learning in school
, 195–196
mental process relating to
, 191–193
Dynamic character of interests
, 204
Early childhood experience
, 130
Education
, 41, 63, 165
for democracy
, 187
Deweyan philosophy of
, 203
experience of creative democracy with Antigone
, 72–78
importance
, 202, 209
interest in education as ‘soft pedagogy’, or ‘soup kitchen theory of education’
, 210
issue of ‘standards’
, 142
learnification of
, 219–220
naturalist account of
, 104
process
, 165
Education in Open
, 120
body
, 121
body consciousness
, 127–129
challenge in bodily-led engagement with World
, 133–134
environment
, 125–126
experience
, 123–125
experiential somaesthetic practice
, 130–133
flexibility in habit and environment
, 134–135
habit
, 126–127
justifying value of activities outdoors
, 122–123
place
, 121–122
somaesthetics
, 129–130
Educational development
, 201–214
Educational progressivism
, 217
Educator’s disposition and mental process role
bringing thought and action to critical consciousness
, 198
Dewey relating democracy
, 187–189
disposition and habit
, 194–195
disposition learning in school
, 195–196
kind of disposition
, 189–191
long-term project
, 186–187
mental process relating to disposition
, 191–193
in student’s experience of democracy
, 184
thought and action
, 196–198
Enlightenment, Dewey’s Criticisms of
, 168–178
Environmental Education
, 122
“Ethic” of cost-benefit analysis
, 147
Experience
, 41, 123–125
aesthetically consummated
, 132
early childhood
, 130
education
, 72–78
Student experience
, 185
See also Digital age, preserving rich experience in; Student’s experience of democracy
Experience and Education (Dewey)
, 24, 95
Experience-based thinking, framework for
, 31–32
“Experience-near” methods
, 50
Experiential inquiry
, 104
Experiential somaesthetic practice
, 130–133
Habermas’s contemporary communicative action theory
, 163
Habermas’s paradigm of communication
American and French Revolutions
, 168–178
on change, democracy, and communication anticipates
, 163
cultural requirements for change and reconstruction
, 164
Dewey anticipating
, 163
Dewey’s sociopolitical philosophy
, 178–180
fundamentals of scientific investigations
, 166
problem of freezing social institutions
, 167–168
process of education
, 165
Habit(s)
, 93–94, 105, 126–127
of amicable cooperation
, 74
disposition and
, 194–195
of intercourse
, 170
Habitual disposition
, 195
Hegelian interpretation
, 64, 70
History of Philosophy (Hegel)
, 69–70
Human nature
, 72, 179, 213
Human Nature and Conduct (Dewey)
, 89, 90, 204
School, disposition learning in
, 195–196
Science, technology, engineering, arts and mathematics activities (STEAM activities)
, 56
Self-development process
, 96–98
Seven Against Thebes
, 64
Social relationships
, 173
Sociopolitical philosophy
, 178–180
Soup kitchen theory of education
, 210
Stakeholders and curriculum
, 152–156
Standards and curriculum
, 147–152
State-devised national curricula
, 147
Student’s experience of democracy
, 185
bringing thought and action to critical consciousness
, 198
Dewey relating democracy
, 187–189
disposition and habit
, 194–195
disposition learning in school
, 195–196
kind of disposition
, 189–191
long-term project
, 186–187
mental process relating to disposition
, 191–193
thought and action
, 196–198
The Study of Ethics: A Syllabus (Dewey)
, 68, 69
Subjective character of interests
, 204, 205