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Leonard J. Waks [46]Leonard Waks [11]Leonard Joseph Waks [4]
  1.  42
    Philosophy of education in a new key: Snapshot 2020 from the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  2.  31
    Rereading Democracy and Education today: John Dewey on globalization, multiculturalism, and democratic education.Leonard J. Waks - 2007 - Education and Culture 23 (1):27-37.
  3.  19
    A Technological Literacy Credo.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (1-2):357-366.
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  4.  21
    Reflections on Technological Literacy.Leonard J. Waks - 1986 - Bulletin of Science, Technology and Society 6 (2):331-336.
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  5.  48
    John Dewey on listening and friendship in school and society.Leonard J. Waks - 2011 - 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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  6.  10
    STS Education and Its Three Step-Sisters.Madhu Suri Prakash & Leonard Joseph Waks - 1985 - Bulletin of Science, Technology and Society 5 (2):105-116.
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  7.  13
    Perception, Reason, and Intuition in the Development Of Expertise: Reflections on Zhuangzi and Contemporary Western Theory.Leonard Waks - 2024 - Educational Theory 74 (1):66-84.
    In this paper, Leonard Waks investigates connections between listening and expertise or mastery, contrasting approaches from Eastern and Western philosophy. The first section accounts for listening in the Daoist classic Zhuangzi, a work addressing themes in Chinese philosophy through metaphor and story narratives. In one story a character named “Confucius” advises a student to fast the mind and listen recklessly. The affinity between reckless and what has been called “apophatic” listening is demonstrated by the shared feature of mental emptiness — (...)
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  8.  18
    Reflections On Technological Literacy.Leonard J. Waks - 1986 - Bulletin of Science, Technology and Society 6 (3):331-336.
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  9.  30
    The Means-Ends Continuum and the Reconciliation of Science and Art in the Later Works of John Dewey.Leonard J. Waks - 1999 - Transactions of the Charles S. Peirce Society 35 (3):595 - 611.
  10.  31
    Workplace learning in America: Shifting roles of households, schools and firms.Leonard J. Waks - 2004 - Educational Philosophy and Theory 36 (5):563–577.
    (2004). Workplace Learning in America: Shifting roles of households, schools and firms. Educational Philosophy and Theory: Vol. 36, No. 5, pp. 563-577.
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  11.  53
    Democracy and Education and Europe.Stefano Oliverio, Maura Striano & Leonard J. Waks - 2016 - European Journal of Pragmatism and American Philosophy 8 (1).
    1. A Travelling Classic On the centennial anniversary of the publication of Dewey’s Democracy and Education (New York, Macmillan, 1916) this symposium (including contributions from European and non European scholars) explores both the epoch-making significance and the topicality of the ideas in Dewey’s masterpiece for the development of European educational reflection. Democracy and Education has frequently been represented as a turning point in educational discourse, inaugurating a radically...
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  12.  41
    Inquiry, agency, and art: John Dewey's contribution to pragmatic cosmopolitanism.Leonard J. Waks - 2009 - Education and Culture 25 (2):pp. 115-125.
  13.  18
    Listening from Silence: Inner Composure and Engagement.Leonard J. Waks - 2008 - Paideusis: Journal of the Canadian Philosophy of Education Society 17 (2):65-74.
    The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that (a) a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and (b) what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, (...)
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  14.  54
    Post-experimentalist pragmatism.Leonard J. Waks - 1998 - Studies in Philosophy and Education 17 (1):17-28.
    Rorty's neopragmatism is an attempt to retrofit Dewey's experimentalism for the post-modern situation. Specifically, he substitutes "language" for "experience" and "culture" for "science", to arrive at a philosophy "no closer to science than to art". I argue that the first move results from misunderstanding of the role experience plays in the context of verification in Dewey's experimental logic. The second move leaves Rorty without any alternative method even for approaching the very problems which Dewey proposed to solve with his experimentalism.
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  15.  49
    Knowledge and Understanding as Educational Aims.Leonard Joseph Waks - 1968 - The Monist 52 (1):104-119.
    Writers on education have frequently contrasted knowledge and understanding as educational aims. I shall be prepared to defend the view that this contrast can mislead us in our thinking about education, and can direct our attention away from facts which are important to take into account in the evaluation of educational procedures.
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  16.  12
    Post-experimentalist pragmatism.Leonard J. Waks - 1998 - Studies in Philosophy and Education 17 (1):17-28.
    Rorty's neopragmatism is an attempt to retrofit Dewey's experimentalism for the post-modern situation. Specifically, he substitutes "language" for "experience" and "culture" for "science", to arrive at a philosophy "no closer to science than to art". I argue that the first move results from misunderstanding of the role experience plays in the context of verification in Dewey's experimental logic. The second move leaves Rorty without any alternative method even for approaching the very problems which Dewey proposed to solve with his experimentalism.
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  17.  21
    Re‐examining the Validity of Arguments Against Behavioral Goals.Leonard J. Waks - 1973 - Educational Theory 23 (2):133-143.
  18.  12
    12 A Democratic Research University with Chinese Characteristics: John Dewey and the Confucian Educational Tradition.Leonard J. Waks - 2021 - In Roger T. Ames, Chen Yajun & Peter D. Hershock (eds.), Confucianism and Deweyan pragmatism: resources for a new geopolitics of interdependence. Honolulu: University of Hawaiʻi Press. pp. 200-218.
  19.  19
    Confucian Academies in East Asia, edited by Vladimir Glomb, Eun-Jeung Lee, and Martin Gehlman.Leonard J. Waks & Eli Orner Kramer - 2021 - Journal of Chinese Philosophy 48 (4):441-444.
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  20.  17
    The contemporary relevance of John Dewey's theories on teaching and learning: Deweyan perspectives on standardization, accountability, and assessment in education.JuliAnna Ávila, A. G. Rud, Leonard J. Waks & Emer Ring (eds.) - 2022 - New York, NY: Routledge, Taylor & Francis Group.
    Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which (...)
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  21.  7
    Afterword: The STS Prophets and their Challenge to STS Education.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (5-6):1001-1007.
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  22.  5
    Afterword: the STS Prophets and Their Challenge To Sts Education.Leonard J. Waks - 1987 - Bulletin of Science, Technology and Society 7 (3-4):1001-1007.
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  23.  9
    Bibliometrics and Qualitative Assessment: a Pragmatist Approach.Leonard Waks & Eli Orner Kramer - 2023 - Contemporary Pragmatism 20 (1-2):150-168.
    In this essay we explore whether and how we should use bibliometrics in hiring, promoting, and granting in the academy. We suggest a Deweyan-Hickmanian pragmatist approach to reflecting on the technology of bibliometrics as a resource for inherently qualitative judgements in these deliberations. We begin with a literature review of current work evaluating the role and use of bibliometrics in the academy, from advocating for them to questioning their construct validity and assessing their limitations and/or dangerous consequences. In the next (...)
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  24.  4
    Before Evaluating the New Educational Technologies, Place Them in a Social Context.Leonard Waks - 1999 - Bulletin of Science, Technology and Society 19 (1):3-4.
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  25.  3
    Cosmopolitan Education and Its Discontents.Leonard J. Waks - 2009 - Philosophy of Education 65:253-262.
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  26.  2
    Cosmopolitan Education.Leonard J. Waks - 2008 - Philosophy of Education 64:215-218.
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  27.  35
    Critical theory and curriculum practice in STS education.Leonard J. Waks - 1989 - 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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  28.  20
    Democracy and Education at 100.Leonard J. Waks - 2016 - Educational Theory 66 (1-2):7-13.
  29.  3
    Education as Initiation Revisited: General Rituals and the Passage to Adulthood.Leonard Waks - 2013 - Philosophy of Education 69:133-141.
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  30.  7
    Ethics and Values in Science-Technology-Society Education: Converging Themes in a Basic Research Project.Leonard J. Waks - 1993 - Bulletin of Science, Technology and Society 13 (6):341-348.
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  31.  35
    Environmental Claims and Citizen Rights.Leonard J. Waks - 1996 - 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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  32.  8
    Environmental Claims and Citizen Rights.Leonard J. Waks - 1996 - 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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  33.  11
    Editor's Introduction to Dewey Studies.Leonard J. Waks - 2017 - Dewey Studies 1 (1):1-4.
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  34.  10
    Education 2.0: The Learningweb Revolution and the Transformation of the School.Leonard Joseph Waks - 2013 - Routledge.
    The development of Web 2.0 has opened new opportunities for teaching and learning - an entire ecology of online learning. This ecology has not previously been systematically investigated. This book offers the first comprehensive conceptual map for this territory.
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  35.  10
    Encounter: The Cultural Progressivism of James Earl Davis.Leonard J. Waks - 2006 - Education and Culture 20 (2):7.
  36. Encounter: The educational metamorphoses of Jane Roland Martin.Leonard J. Waks & Jane Roland Martin - 2007 - Education and Culture 23 (1):73-83.
  37.  12
    Guiding Intuitions in Education: Lesson Planning as Consummatory Experience.Leonard J. Waks - 2019 - Education and Culture 35 (2):27.
    Prior to 1980, researchers rarely studied intuition in education. Those in the behaviorist tradition discounted studies of teacher thinking, and regarded all talk of intuition as mysterious nonsense. Since then, however, the cognitive revolution has triumphed. Studies of thinking are commonplace, and have contributed to our understanding of how novices and expert teachers perceive, understand, and act. The current consensus is that novices require explicit rules when carrying out the tasks of teaching, while experts, through years of experience and learning, (...)
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  38.  16
    Introduction: Experience and Education Today, A Symposium.Leonard J. Waks - 2015 - Education and Culture 31 (2):9.
    The four papers in this symposium were selected from thirty submissions for the Past President’s Panel at the 2014 annual meeting of the John Dewey Society in Philadelphia. Taken collectively, they demonstrate the continuing power of Dewey’s philosophy to inspire, clarify, and critique contemporary educational ideas and practices. I will have a few words to say about these papers below, but first I want to put them in context. The John Dewey Society, in its current form, has three operational missions: (...)
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  39.  16
    John Dewey's Democracy and Education: A Centennial Handbook.Leonard J. Waks & Andrea English (eds.) - 2017 - New York, NY: Cambridge University Press.
    John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...)
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  40.  26
    Literary Art in the Formation of the Great Community: John Dewey's Theory of Public Ideas in The Public and Its Problems.Leonard Waks - 2014 - Education and Culture 30 (2):35-46.
    John Dewey presented The Public and Its Problems in a series of lectures in 1926, shortly after Walter Lippmann published two influential works, Public Opinion and The Phantom Public . In those works, Lippmann had denied that broad publics should share in determining public policy. He argued that the policy issues were far removed from the lives of ordinary citizens, whose collective opinion, as a result, would inevitably be ill-informed, self-interested and readily manipulated.Dewey countered that the problem of public opinion (...)
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  41.  18
    Leadership in Educational Studies: Lessons from Established Leaders.Leonard J. Waks - unknown
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  42.  3
    Moral Progress: Practical Not Theoretical.Leonard J. Waks - 2003 - Philosophy of Education 59:63-67.
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  43.  6
    Preface.Leonard Waks - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (2):1-3.
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  44. Philosopher and Social Responsibility in Technological Society.Leonard Waks - unknown - Proceedings of the Heraclitean Society 17.
     
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  45.  20
    Rereading.Leonard J. Waks - 2007 - 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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  46.  10
    Review Essay: Appiah's Reconstruction of Philosophical Liberalism.Leonard J. Waks - 2006 - Education and Culture 21 (2):8.
  47.  21
    Recontextualizing Illich's Deschooling Society.Leonard J. Waks - 1996 - Bulletin of Science, Technology and Society 16 (5-6):262-267.
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  48.  24
    Rethinking technology.Leonard Waks & Dr Carl Mitcham - 1995 - Science and Engineering Ethics 1 (1):88-90.
  49.  40
    Response to Fred Ellett’s Review of Leaders in Philosophy of Education: Intellectual Self Portraits.Leonard J. Waks - 2009 - Studies in Philosophy and Education 29 (3):321-323.
  50. Retinking technological literacy for the global network era.Leonard J. Waks - 2006 - In John R. Dakers (ed.), Defining Technological Literacy: Towards an Epistemological Framework. Palgrave-Macmillan.
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