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Advances in Librarianship
Type: Book
ISBN: 978-0-12024-622-9

Book part
Publication date: 26 November 2015

Scot Danforth

This chapter describes the democratic philosophy and progressive education writing of John Dewey as sources of wisdom and guidance for the development of schools and classrooms…

Abstract

This chapter describes the democratic philosophy and progressive education writing of John Dewey as sources of wisdom and guidance for the development of schools and classrooms where diverse groups of students live and learn together. The primary emphases are Dewey’s concept of moral equality, his understanding of democracy as a way of life, and his work with the teachers at the University of Chicago Lab School on a curriculum that analyzed tackled the central challenges of community life. Dewey offered useful theoretical work on liberal democratic communities while developing a relevant curricular example of how schools can focus learning activities on the promise and problems of society.

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Foundations of Inclusive Education Research
Type: Book
ISBN: 978-1-78560-416-4

Keywords

Book part
Publication date: 30 August 2014

Joy Faini Saab and Sam F. Stack

This study compares parallel philosophies of the work of American educator John Dewey in Art as Experience and the arts infused educational approach of the Reggio Emilia Schools…

Abstract

This study compares parallel philosophies of the work of American educator John Dewey in Art as Experience and the arts infused educational approach of the Reggio Emilia Schools of Italy.

This historical and contemporary comparative, cross-cultural analysis explores educational approaches that incorporate the arts in the process of learning and the use of democratic processes in collaborative learning approaches. Data sources include primary source historical documents, field observations, interviews, and primary source educational materials.

Similarities are identified across cultures and time in the examples analyzed for commonalities including arts creation as central to the processes of learning, democratic processes in collaborative project learning experiences, community involvement as an integral part of the learning processes, and imagination and communication as consistent elements in the experiences of the school. This study provides a historical and contemporary context for the cross-cultural analysis of the use of art in the learning processes as described by American educator John Dewey and the educators in the Reggio Emilia schools of Italy.

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Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

Keywords

Book part
Publication date: 7 February 2011

Bente Elkjaer and Barbara Simpson

In the past, critics have dismissed American Pragmatism as intellectually naïve and philosophically passé, but in this chapter we argue that it still has much to offer the field…

Abstract

In the past, critics have dismissed American Pragmatism as intellectually naïve and philosophically passé, but in this chapter we argue that it still has much to offer the field of organization studies. Pragmatism is especially relevant to those organizational scholars who are concerned with understanding the dynamic processes and practices of organizational life. This chapter lays out the historical development of Pragmatism, recognizing the originating contributions of Peirce, James, Dewey and Mead. Although each of these writers developed unique philosophical positions, their ideas are all permeated by four key themes: experience, inquiry, habit and transaction. The interplay between these themes informs a temporal view of social practice in which selves and situations are continuously constructed and reconstructed through experimental and reflexive processes of social engagement. We then use organizational learning theory as an example to illustrate the relevance of these four themes, contrasting the anti-dualistic stance of Pragmatism with the work of Argyris and Schön. Finally we turn to consider Weick's organizing and sensemaking, suggesting that Pragmatism offers three potential foci for further development of these theories, namely continuity of past and future in the present, the transactional nature of social agency and reflexivity in social practices. Similarly we see potential for Pragmatism to productively inform the theorizing of other organizational practices such as identity work, strategy work, emotion work and idea work.

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Philosophy and Organization Theory
Type: Book
ISBN: 978-0-85724-596-0

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Book part
Publication date: 5 June 2018

Ruth Heilbronn, Christine Doddington and Rupert Higham

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and

Abstract

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and Education. The first section relates to the book’s subtitle by describing and analysing the context in which speakers at the conference engaged in a ‘fightback’ against educational policies found to be narrowly based on economic aims, and to have lost sight of the humanistic aims of education, aims which Dewey analysed and championed. The book is structured around three key areas, all related to Dewey’s philosophy of education – the first concerns technology, the second, embodiment and the third, democracy and development. A discussion on the significance of each of these areas for contemporary educational theory is followed by detail on the individual chapters within them. This chapter concludes with an introduction to the cautiously optimistic and forward-looking epilogue by Gert Biesta on the matters and issues raised in the book.

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Dewey and Education in the 21st Century
Type: Book
ISBN: 978-1-78743-626-8

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Abstract

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Advances in Librarianship
Type: Book
ISBN: 978-0-12024-617-5

Book part
Publication date: 29 July 2010

Shauna A. Morimoto

This chapter aims to provide insight into conceptualizing and understanding the experience of civic engagement through voluntary service for high school students in the United…

Abstract

This chapter aims to provide insight into conceptualizing and understanding the experience of civic engagement through voluntary service for high school students in the United States today. Unlike prior studies of youth civic life that are predominately quantitative and rely on correlates of youth civic engagement, this qualitative research explores the meanings and rationale youth attribute to being members of their communities. Youth service work emerges in two general forms. Some young people have an altruistic orientation: they are dedicated to help the less fortunate in their communities, but at the same time, they lack strong ideological investment. Other students have an activist orientation: they are committed to activist politics, but cannot connect their political concerns to school-based service. These two orientations to service develop in the context of school programs that encourage – or require – episodic single acts of volunteerism as a form of civic education. Diffuse associational forms and loose, individually based networks thus shape the context and content of youth volunteerism. These associational forms imply the practice of “networked democracy” by young Americans. Although networked associational ties offer young people weaker forms of collective organization, they also allow students to connect to and experiment with many different ideas, issues, and forms of expression.

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Democratic Paths and Trends
Type: Book
ISBN: 978-0-85724-092-7

Book part
Publication date: 25 July 2008

Barbara J. Jago

This autoethnography considers the role of human relationships in the educational process. Approaching learning as a transformational process rooted in human experience and…

Abstract

This autoethnography considers the role of human relationships in the educational process. Approaching learning as a transformational process rooted in human experience and interaction, I explore the central role of emotion in learning relationships. Through an analysis of a learnable moment experienced in a relational communication course on language, I theorize new ways of “doing” learning relationships.

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Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-84663-931-9

Book part
Publication date: 12 January 2021

Roger Friedland and Diane-Laure Arjaliès

This paper explores the role of institutional objects in the constitution of institutional logics. Institutional objects depend for their objectivity on the goods produced through…

Abstract

This paper explores the role of institutional objects in the constitution of institutional logics. Institutional objects depend for their objectivity on the goods produced through those objects, such as economic models, passports, or sacred texts. The authors theorize institutional logics as grammars of valuation that institutionalize goods through institutional objects. The authors identify four value moments through which goods are objectified: institution, the instituting of a good, a belief and an imagination of its objective goodness; production, how the good is produced, what practices are productive of the good; evaluation, how good is the good, the practices and objects through which worth in terms of that good is determined, and territorialization, the domain of reference of the good, to what objects and practices a good can and does refer in its instantiations. The authors assess the adequacy of our model through an institutional object based on the good of “market value” – i.e., an options pricing model. The authors discuss the implications of these findings for institutional logical theory and the sociology of valuation.

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On Practice and Institution: New Empirical Directions
Type: Book
ISBN: 978-1-80043-416-5

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Learning Allowed
Type: Book
ISBN: 978-1-80117-401-5

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