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  1.  2
    Sophic Education: Where Is Your Treasure?Tyson Anderson - 2018 - Education and Culture 34 (1):41.
    The upheavals in education in recent years are a secondary phenomenon. In order to properly understand them, it is necessary to look at the larger cultural context that has engulfed Western culture at least since the time of Descartes. This larger context has been addressed in some detail by thinkers from different nationalities including American, German, and Russian. In particular, John Dewey, Martin Heidegger, and several Russian literary and philosophical thinkers have—perhaps surprisingly, given their different nationalities—come to very similar conclusions (...)
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  2. American Public Education and the Responsibility of Its Citizens: Supporting Democracy in the Age of Accountability.Johnnie R. Blunt - 2018 - Education and Culture 34 (1):81.
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  3.  3
    American Public Education and the Responsibility of Its Citizens: Supporting Democracy in the Age of Accountability by Sarah M. Stitzlein.Johnnie R. Blunt - 2018 - Education and Culture 34 (1):81-85.
    In his 1916 preface to Democracy and Education, John Dewey comments that the main goal of his book was “to detect and state the ideas implied in a democratic society and to apply these ideas to the problems and enterprise of education. The discussion includes an indication of the constructive aims and methods of public education as seen from this point of view.”1 More than 100 years later, Sarah M. Stitzlein confirms Dewey’s ideas and expands his scholarship to defend the (...)
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  4.  1
    The Schenley Experiment: A Social History of Pittsburgh's First Public High School.Laura Gabrion - 2018 - Education and Culture 34 (1):87.
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  5. The Schenley Experiment: A Social History of Pittsburgh's First Public High School by Jake Oresick.Laura Gabrion - 2018 - Education and Culture 34 (1):87-89.
    In November 1916, John Dewey’s address to the National Education Association, entitled “Nationalizing Education,” appeared in the Journal of Education. Dewey’s fervent plea called upon educators to support American public education and one of its primary goals, that “every pupil recognizes all of the factors which have gone into our [national] being.”1 He cautioned against the alternative, stating: “In short, unless our education is nationalized in a way that recognizes the peculiarity of our nationalism in its internationalism, we shall breed (...)
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  6.  4
    Reconstruction of Social Studies.William Gaudelli & Megan J. Laverty - 2018 - Education and Culture 34 (1):19.
    The reconstruction of philosophy, of education, and of social ideals and methods thus go hand in hand.In society today, we are inundated with reports on climate change, nuclear accidents, sectarian violence, terrorism, school shootings, police brutality, shrill mainstream politics, dire poverty, civil wars, and migration crises. As we observe their proliferation and escalation, it can feel as if we lack not only solutions to these social ills, but, even more fundamentally, ways to communicate about and make sense of their conditions (...)
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  7. Editor's Note.David Granger - 2018 - Education and Culture 34 (1):1.
    Greetings, readers! Spring is finally here and that means it’s time for a new issue of Education & Culture. This latest edition of the journal features several articles that use Dewey’s social and political philosophy to illuminate the myriad ways in which forces beyond the school and classroom continue to create major challenges for an education that might prepare students for democratic life in our increasingly complex twenty-first century world. The task before us is a challenging one, indeed. However, the (...)
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  8. The School as a Democratic Workplace: The Political Dimension of Dewey's Democracy and Education.Atli Harðarson - 2018 - Education and Culture 34 (1):3.
    In a paper published in 1930, John Dewey said that for many years Democracy and Education was the book where his philosophy “was most fully expounded”.1,2 If we add to this the fact that Dewey was known as the philosopher of democracy, then we have reason to expect the text to say something important, not only about education, but also about democracy. Nevertheless, all twenty-six chapters of the book are about schools and education and, when it was originally published in (...)
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  9. Creative Democracy, Communication, and the Uncharted Sources of Bhimrao Ambedkar's Deweyan Pragmatism.Scott R. Stroud - 2018 - Education and Culture 34 (1):61.
    Bhimrao Ambedkar is well known as the architect of independent India’s constitution, the document that created the world’s largest democracy on January 26, 1950. Ambedkar is also famous for his vigorous advocacy on behalf of India’s so-called “untouchables,” those groups of people that reside beneath and outside of the ancient system of hereditary castes in Hinduism. His activism and political efforts secured rights and respect for millions of lower-caste Indians before his death in 1956. Even though Ambedkar was an untouchable, (...)
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