David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Feffer & Simons (1980)
First published in 1899, The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Laboratory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s pervasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educational Principles; The Psychology of Occupations; and the Development of Attention.
|Keywords||Education Philosophy Educational sociology|
|Categories||categorize this paper)|
|Buy the book||$1.07 used (97% off) $5.01 new $7.99 direct from Amazon Amazon page|
|Call number||LB875.D4 1980|
|ISBN(s)||8189833278 1140288652 9788189833275 1146010710 1178334996 1605200921|
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Svend Brinkmann & Lene Tanggaard (2010). Toward an Epistemology of the Hand. Studies in Philosophy and Education 29 (3):243-257.
Gilbert Burgh & Mor Yorshansky (2011). Communities of Inquiry: Politics, Power and Group Dynamics. Educational Philosophy and Theory 43 (5):436-452.
Vesa Taatila & Katariina Raij (2011). Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy. Educational Philosophy and Theory 44 (8):831-844.
Leonard J. Waks (2004). Workplace Learning in America: Shifting Roles of Households, Schools and Firms. Educational Philosophy and Theory 36 (5):563–577.
Alexander M. Sidorkin (2011). On the Essence of Education. Studies in Philosophy and Education 30 (5):521-527.
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