Democracy and education in the twenty‐first century: Deweyan pragmatism and the question of racism

Educational Theory 60 (4):487-502 (2010)
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Abstract

Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present-day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many aspects in which Dewey's works still speak powerfully to us today, Neubert highlights in this essay one theme that is at the heart of Dewey's philosophical approach: the relation between democracy and education.

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10.1111/j.1741-5446.2010.00372.x

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Citations of this work

Michel Foucault’s limit-experience limited.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (4):390-403.
Why Should Scholars Keep Coming Back to John Dewey?Mordechai Gordon - 2016 - Educational Philosophy and Theory 48 (10):1077-1091.

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