Constructing Creative Democracy at School by Reading the Classics: A Dialogue between Martha Nussbaum and John Dewey

Abstract

The year 2016 marked the 100th anniversary of Democracy and Education, one of John Dewey’s most widely translated and published books around the world still in the author’s lifetime. Nowadays, in a context in which pedagogy is bogged down in ‘economicism’ and suspicion towards any proposal that hints of value, Dewey’s ideas once again provide a ray of hope for a possible future. One of the contemporary authors that has fostered this hopeful reading of Dewey is Martha C. Nussbaum, whose appeal to bringing the humanities back to schools motivated a project on approaching the classic texts with the Information and Communication Technologies (ICTs), which we have developed during the past years with secondary education students from three schools in Santiago de Chile, Madrid and London. The project is based on an open reading of Sophocles’s Antigone through an online application that enables students from the participating schools to interact. This chapter delves deeper into the theoretical bases of the project. In the first two sections, we analyse the interpretation that Nussbaum and Dewey each made of Antigone. Then, in the third, we present the Antigone project as a learning experience promoting a creative democracy, as Dewey called it.

Citation

Jover, G., Martín, R.G. and Fuentes, J.L. (2018), "Constructing Creative Democracy at School by Reading the Classics: A Dialogue between Martha Nussbaum and John Dewey", Heilbronn, R., Doddington, C. and Higham, R. (Ed.) Dewey and Education in the 21st Century, Emerald Publishing Limited, Leeds, pp. 61-79. https://doi.org/10.1108/978-1-78743-625-120181010