John Dewey Democracy And Education
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John Dewey: THE ROLE OF DEMOCRACY
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These two types of studies do reveal themselves very useful in order to understand how a book like Democracy and Education has progressively found its way into the French intellectual background. It rather develops a comprehensive view on our everyday experience of learning and growing in a world constantly evolving, calling for a new definition of philosophy and philosophical practices. From a methodological standpoint, we may take as a working hypothesis that the definition of the ideas expressed in Democracy and Education are the result of a transaction between the book and its readers.
There is no definite truth about it but only a multiple way to produce operational significations on its basis. These moments do correspond to two historical phases of the reception of Democracy and Education : firstly, the years surrounding its primal edition in the United States, at the beginning of the s, during which a first wave of diffusion resulted from the reviews published in French journals; secondly, the years following the French translation issued by Deledalle in , sixty years after its original publication.
But it shall humbly put the emphasis on the visibility given to it in some journals and by the action of specific individuals picturing a certain image of Dewey. Like ferrymen, or sometimes smugglers, their contribution is to pass this book through national, cultural and even historical frontiers and they help us to better understand the frontiers which Dewey might help us pass today. The aftermath of World War I and the persistence of a traditional school system gave no place to the emergence of vocations.
How to define and classify a profession among others? What are the requirements to practice it? Can we determine psychological types which may help to organize the choices made by individuals or suggested to them? Kohler particularly emphasizes the link between the social macrocosm and the school microcosm. If life is defined by its continuity, then education has to focus on the social significance of its matters through the alliance of theory and practice. These points are certainly to be found in Democracy and Education , but they also represent the core issues of The School and the Child , 5 translated into French a few years before and highly praised by French educators Renier This choice made by Lalande to associate them in a common review is explained by the community of views they seem to share.
Both try to indicate a way of reforming the educational school system in a more democratic way. But, as Lalande quickly points out, they do not develop the same kind of rationale. This principle is that of experience , defined as follows:. The moral value of an institution can be measured by the degree of experience and, consequently, of inter-mental contact it brings about. Lalande This also leads us to a renewed insight on pedagogy as far as education organized by experience distinguishes itself from mere drilling. As a consequence, it invites us to think anew the signification we give the democratic organization of society according to the place it allows to the experience of individuals as well as to the cooperation within and outside the political unity of nation-states.
But it is noticeable that his understanding of it relies more on Peirce than on Dewey. Even if he does never give an explanation of such a situation, it is possible to make the assumption that Lalande finds in Dewey a theory of experience , whereas he identifies in Peirce a theory of experimentation. The distinction might seem very slight and shall necessarily depend on the meaning attributed to these two concepts, but the review of Democracy and Education clearly shows that the focus on experience serves to describe the concrete relationship of man with the phenomena in which he composes his life, sometimes quite hazardously. The edited correspondence of Dewey mentions no other letter from him or sent to him.
Seen from a transactional angle, this movement of identification reveals a process of familiarization. In a different context of reception, the question it now raises concerns the attention paid to a sixty-year old book, as well as its significance for a new generation of readers. The prime interest for pragmatism vanished over the years, equally touching Dewey, James and Peirce Girel On the educational side, the situation is no better. Its main figures, including Dewey, turned to be household names, associated with the past history of educational thinking and experiments Renier But these three works only had little impact insofar as their authors were all of foreign origin and did not stay long enough to develop their influence in France.
Moreover, the last two were never published, apart from the volume presented for examination, and remained quite invisible for the French audience. The French edition, published by Armand Colin, presents a full translation of the original American edition, preceded by an essay written by Deledalle, and without additional notes. Taking education as a subject, Democracy and Education invites philosophers to think anew on their conceptions of society, of the individual and its behavior, etc.
It may also and finally be read as a thorough insight on our current social and educational problems, in order to analyze them. The philosophical rationale developed by Dewey is thus to be understood as a response to the problems which he identified at his time. These problems, which emerged in a different context, are not totally alien to us and we may wonder if some of our own problems could benefit from the analysis offered by Dewey in Democracy and Education , about the effects of industrial development on individuals or social cohesion. The new presentation Deledalle writes for the second printing of his translation in confirms this trend.
This tendency is also and generally present throughout the works of Deledalle on Dewey and does not concern Democracy and Education alone. As existence itself, and the existence of man in its environment, the philosophy of Dewey is ruled by two major concepts: experience and continuity. According to him, Dewey completely misses his target in Democracy and Education , insofar as he grants education a mission it cannot fulfill. Pedagogy itself is no remedy to social troubles, and the schools are unable to reform the same society that conditions them. Differently from Cogniot, Avanzini does not put forward a militant speech but rather develops a scientific discourse on education.
The journal itself represents this divergence of views, for it was created by Binet and Simon in their joint effort to promote a scientific study of education at the beginning of the 20th century. Dewey can no more be considered as a pioneer or a leader of the New Education movement because he does not completely belong to it nor share all the meanings that are expressed in its name. As a book of philosophy of education, it proposes a reflection which is distant from the realities and the diversity of pedagogical experiments. Philosophy of education, in this respect, represents a way of analyzing these issues and of taking some distance from them in order to think on the principles and the values they engage as well as the questions they raise.
He previously published a review of it, before it was translated into French, in the th issue of the journal Critique in But what differentiates Reboul from his immediate predecessors is the emphasis he puts on the epistemological change introduced by Dewey. Developing philosophy of education signifies that concrete experience can be studied in relation to a more general reflection on the means and ends of education, so as to enrich and mutually define them anew.
Toward Educational sciences, because of the type of questions it raises. It seems that the philosophers who were not directly or primarily concerned with educational issues and questions did not pay much attention to it. For instance, he invited Michel Foucault in Tunisia and had extended discussions with him over Dewey and his philosophy. Deledalle gave him his two dissertations to read and Foucault used heavily the books Deledalle had gathered on Dewey and American Philosophy. More generally, and beyond the special case of Michel Foucault, it should be noted that Dewey suffered from a strange and persistent silence from philosophers.
The individuals who wrote reviews of the book all developed a singular interpretation of it, in coherence with the situation in which their particular outlooks develop. It suggests as a working hypothesis that an effort of reconstruction needs a prior recontextualization Garrison Out of the many lives it already experienced through the past, Democracy and Education still has many more ahead to keep alive a philosophical reflection on the continuously renewed signification of education.
Avanzini G. Bailey de Erminy Z. Bourdieu P. Nice R. Cogniot G. Debesse M. Deledalle G. Quantity: 1. Add to Cart. Add to Wish List. Book Overview Conveys the progressive educator's revolutionary theories on the nature, purpose, and function of education in a democracy. Edition Details Professional Reviews Awards. Format: Paperback. Language: English. ISBN: ISBN Release Date: June Publisher: Free Press. Length: Pages. Weight: 1. Customer Reviews. Write a review. John Dewey's writing style will never set the world of letters ablaze, though there are a few of us who actually like his ordinary, Yankee prose.
But you've got to be prepared for this if you're going to attempt to penetrate his thought. With that said, this is not a bad place to start for someone looking to get into Dewey's thought. Although counted as part of his "middle" period, it nevertheless represents his mature thought on the connection between moral thought, educational policy, the democratic ideal, and the theory of inquiry. As such, there is a great deal going on and the patient reader is rewarded with an extraordinary range of relational connections which Dewey's prose -- since it is as lacking in style and extravagant rhetoric as possible -- might easily disguise by its superficial ordinariness.
Democracy, for Dewey, is nothing so simplistic as just the franchise, and education is nothing so brutal as schooling. The ideal of democracy is that of the maximization of opportunities for human growth, opportunities which can only manifest themselves in a community that shares in the ideals of personal and social growth. Education, on the other hand, is more or less the same thing as human growth.
It is intrinsically moral, and is only possible in a context of free, intelligent inquiry. Hence, education is the foundation of democracy, and democracy is the manifestation of a durable educational ideal. Schooling, on the other hand, is often enough the place where the entrenched powers of society strangle inquiry, and obliterate education for the sake of conformity and regimented training. It is worth mentioning that this volume, as part of the Collected Works, includes important critical essays and editorial matter from top Dewey scholars. Consequently, even if you have, or can get, an older edition of this book, it is well worth your trouble to choose this edition instead. A milestone Published by Thriftbooks. This book is one of the great milestones of American history and philosophy and particularly education.
It's as relevant today as the day it was written a century ago. Pioneering Work of democratic Culture Published by Thriftbooks.
