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  1. Global Conflicts Shattered World Peace: John Dewey's Influence on Peace Educators and Practitioners.Audrey Cohan & Charles F. Howlett - 2017 - Education and Culture 33 (1):59-88.
    As scholars revisit the profound words of John Dewey, an acclaimed American philosopher and intellectual, the impact of his writings is often discussed within the context of peacebuilding. Although Dewey supported American military involvement in World War I, he did so with caution. His main objective was to establish a lasting peace based on the principles President Woodrow Wilson put forth as part of his Fourteen Points. Dewey supported it as a "war to end all wars" and "to make the (...)
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  2. The Philosopher as Parent: John Dewey's Observations of His Children's Language Development and the Development of His Thinking About Communication.Jeremiah Dyehouse & Krysten Manke - 2017 - Education and Culture 33 (1):3-22.
    In an 1896 article for Kindergarten Magazine, John Dewey explained that the "child comes to school to do; to cook, to sew, to work with wood and tools in simple constructive acts; within and about these acts cluster the studies—writing, reading, arithmetic, etc."1 With this statement, Dewey encapsulated a key principle in the elementary education pedagogy he was at that time developing at the University of Chicago's Laboratory School. This school, which Dewey founded in 1896, explicitly experimented with new pedagogical (...)
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  3. The Significance of Dewey's Democracy and Education for 21st-Century Education.E. Mason Lance - 2017 - Education and Culture 33 (1):41-57.
    This paper explores Dewey's landmark book Democracy and Education1 and the insights it holds for 21st-century education. Regarding the term "21st-century education," Alfie Kohn aptly notes that "we can take whatever objectives of teaching strategies we happen to favor and, merely by attaching a label that designates a future time period, endow them and ourselves with an aura of novelty and significance."2 The intention of this paper is to re-appropriate this term from two groups that tend to employ it. The (...)
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    Sidney Hook's Pragmatic Anti-Communism: Commitment to Democracy as Method.Courtney Ferriter - 2017 - Education and Culture 33 (1):89-105.
    Sidney Hook's intellectual legacy is steeped in controversy. Matthew Bagger calls Hook "an unjustly neglected figure [whose] relative obscurity owes [in part] to his renown as a cold warrior, which repelled the generation of scholars that came of age in the late nineteen sixties and seventies."1 Indeed, for many scholars, a first point of reference for Sidney Hook is not pragmatism, nor even Hook's teacher and mentor John Dewey, but Hook's staunch commitment to anti-Communism. In 2004, Richard Rorty wrote of (...)
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  5. Bound to the Mimetic or the Transformative?: Considering Other Possibilities.Frank Jeff - 2017 - Education and Culture 33 (1):23-40.
    In this paper I revisit what I take to be one of the most influential papers written by a philosopher of education in recent memory, Philip Jackson's "The Mimetic and the Transformative: Alternative Outlooks on Teaching."1 Jackson's paper is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in teaching.2 Although Jackson recognizes that almost every form of teaching has aspects (...)
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  6. Dewey Around the Globe.David Granger - 2017 - Education and Culture 33 (1):1-2.
    Greetings and welcome to the latest issue of Education & Culture. Before highlighting the articles featured in this issue, I would like to report briefly on the history and usage of the Open Access feature at Education & Culture. As you might recall, the journal moved to Open Access in 2013, making issues three years and older available through Purdue e-Pubs, the online publishing platform of Purdue University Press. This archive is accessible through the dropdown menu on the Education & (...)
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