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Leonard J. Waks [24]Leonard Joseph Waks [2]
  1. Leonard J. Waks (2011). John Dewey on Listening and Friendship in School and Society. Educational Theory 61 (2):191-205.
    In this essay, Leonard Waks examines John Dewey's account of listening, drawing on Dewey's writings to establish a direct connection in his work between listening and democracy. Waks devotes the first part of the essay to explaining Dewey's distinction between one-way or straight-line listening and transactional listening-in-conversation, and to demonstrating the close connection between transactional listening and what Dewey called “cooperative friendship.” In the second part of the essay, Waks establishes the further link between Dewey's notions of cooperative friendship and (...)
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  2. Leonard J. Waks (2010). Dewey's Theory of the Democratic Public and the Public Character of Charter Schools. Educational Theory 60 (6):665-681.
    In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? If so, what criteria might distinguish (...)
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  3. Leonard J. Waks (2010). Response to Fred Ellett's Review of Leaders in Philosophy of Education: Intellectual Self Portraits. Studies in Philosophy and Education 29 (3):321-323.
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  4. Leonard J. Waks (2009). Inquiry, Agency, and Art: John Dewey's Contribution to Pragmatic Cosmopolitanism. Education and Culture 25 (2):pp. 115-125.
  5. Leonard J. Waks (2009). Reason and Culture in Cosmopolitan Education. Educational Theory 59 (5):589-604.
    In this essay, Leonard Waks reviews three recent books on cosmopolitan education: Kwame Anthony Appiah's Cosmopolitanism: Ethics in a World of Strangers; Neil Burtonwood's Cultural Diversity, Liberal Pluralism, and Schools: Isaiah Berlin and Education; and Thomas Popkewitz's Cosmopolitanism and the Age of School Reform: Science, Education and Making Society by Making the Child. Each of the three books challenges cosmopolitan universalism. Appiah argues that universal principles do not help us understand how members of distinct cultural groups can flourish in close (...)
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  6. Leonard J. Waks (2007). Rereading. Education and Culture 23 (1).
    : This article provides a close reading of Democracy and Education, situated in the context of Dewey's work prior to and during World War I, to illuminate the close tie between Dewey's overriding concerns during this period and today's educational concerns. The analysis suggests two projects for contemporary democratic educators.
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  7. Leonard J. Waks (2007). Rereading Democracy and Education Today: John Dewey on Globalization, Multiculturalism, and Democratic Education. Education and Culture 23 (1):27-37.
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  8. Leonard J. Waks (2007). The Concept of Fundamental Educational Change. Educational Theory 57 (3):277-295.
    In this essay, Leonard Waks contributes to a reconceptualization of “fundamental educational change.” By distinguishing sharply between educational change at the organizational and the institutional levels, Waks shows that the mechanisms of change at these two levels are entirely different. He then establishes, by means of a conceptual argument, that fundamental educational change takes place not at the organizational, but rather at the institutional level. Along the way Waks takes Larry Cuban’s influential conceptual framework regarding educational change as both a (...)
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  9. Leonard J. Waks & Jane Roland Martin (2007). Encounter: The Educational Metamorphoses of Jane Roland Martin. Education and Culture 23 (1):73-83.
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  10. Leonard J. Waks (2006). Encounter: The Cultural Progressivism of James Earl Davis. Education and Culture 20 (2):7.
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  11. Leonard J. Waks (2006). Globalization, State Transformation, and Educational Re-Structuring: Why Postmodern Diversity Will Prevail Over Standardization. [REVIEW] Studies in Philosophy and Education 25 (5-6):403-424.
    Over the past two decades the educational policies of neo-liberal nation states have exhibited contradictory tendencies, promoting both bureaucratic standardization of curriculum and standardized evaluation on the one hand, and postmodern diversification on the other. Despite recent increases in bureaucratic standardization, I argue that the economic, social and cultural effects of globalization will pressure these states towards postmodern diversification of educational arrangements to strengthen their perceived legitimacy.
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  12. Leonard J. Waks (2006). Review Essay: Appiah's Reconstruction of Philosophical Liberalism. Education and Culture 21 (2):8.
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  13. Leonard J. Waks (2006). Retinking Technological Literacy for the Global Network Era. In John R. Dakers (ed.), Defining Technological Literacy: Towards an Epistemological Framework. Palgrave Macmillan.
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  14. Leonard J. Waks (2004). Workplace Learning in America: Shifting Roles of Households, Schools and Firms. Educational Philosophy and Theory 36 (5):563–577.
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  15. Leonard J. Waks (2001). Computer Mediated Experience and Education. Educational Theory 51 (4):415-432.
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  16. Leonard J. Waks (1999). The Means-Ends Continuum and the Reconciliation of Science and Art in the Later Works of John Dewey. Transactions of the Charles S. Peirce Society 35 (3):595 - 611.
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  17. Leonard J. Waks (1998). Experimentalism and the Flow of Experience. Educational Theory 48 (1):1-19.
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  18. Leonard J. Waks (1998). Post-Experimentalist Pragmatism. Studies in Philosophy and Education 17 (1):17-28.
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  19. Leonard J. Waks (1996). Environmental Claims and Citizen Rights. Environmental Ethics 18 (2):133-148.
    I propose a model for the development of citizen rights based on the advance of political and social rights and apply it to contemporary claims regarding environmental rights. In terms of this “claims and attenuations” model, I sketch the roles of environmental philosophers and activists, the media and public opinion, and political insiders in the development of positive rights. I then predict a weakeningof environmental claims and a marginalization of environmental philosophies as environmental claims are secured as positive rights.
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  20. Leonard J. Waks & Barbara A. Barchi (1992). STS in US School Science: Perceptions of Selected Leaders and Their Implications for STS Education. Science Education 76 (1):79-90.
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  21. Leonard J. Waks (1989). Critical Theory and Curriculum Practice in STS Education. Journal of Business Ethics 8 (2-3):201 - 207.
    The STS education movement is identified and related to the critique of technology of the 1960s–1970s. The critics of technology included the system of education in their critiques. There is a practical tension or contradiction in attempting to develop their insights within the curriculum routines of the schools and colleges. This tension is explored under six categories: reductive knowledge, socialization of technical modes of thinking, technicalized processes of learning, the loss of meaning, radical monopoly over learning, and the socialization of (...)
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  22. Leonard J. Waks (1988). Three Contexts of Philosophy of Education: Intellectual, Institutional, and Ideological. Educational Theory 38 (2):167-174.
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  23. Leonard J. Waks (1973). Re-Examining the Validity of Arguments Against Behavioral Goals. Educational Theory 23 (2):133-143.
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  24. Leonard Joseph Waks (1968). Knowledge and Understanding as Educational Aims. The Monist 52 (1):104-119.
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  25. Leonard Joseph Waks (1968). Understanding as an Educational Aim. Dissertation, The University of Wisconsin - Madison
     
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