Project MUSE®: Education and Culture - Latest Articles
https://muse.jhu.edu/journal/323
Project MUSE®: Latest articles in Education and Culture.daily12024-03-28T00:00:00-05:00text/htmlen-USVol. 1 (1976) through current issue (with gaps in vol. 1 and vol. 13)Latest Articles: Education and CultureTWOProject MUSE®Education and Culture1559-17861085-4908Latest articles in Education and Culture. Feed provided by Project MUSE®Editor’s Note
https://muse.jhu.edu/article/923155
<p></p>
This issue of education and culture offers readers theoretical in-sights and clarifications to social dilemmas as well as the concerns of the classroom. The authors contained in this issue take up questions of political literacy, moral judgment, the mathematics curriculum and classroom, and the social studies curriculum and classroom. If I had to offer a throughline within these articles, it is the pragmatist conception of judgment that should be cultivated through social relations and classroom practices. These authors are concerned with citizens’ capacity for intelligent judgment within communities and society at large. Pushing back against prevailing logics, these authors offer corrective arguments by
... <a href="https://muse.jhu.edu/article/923159">Read More</a>
Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallEditor’s Note2024-03-27text/htmlen-USEditor’s Note2024-03-272024TWOProject MUSE®69912024-03-28T00:00:00-05:002024-03-27The Role of Education in The Public and Its Problems: A Deweyan Perspective on Political Literacy
https://muse.jhu.edu/article/923156
<p></p>
Events over the past half decade have accentuated the critical need for a politically literate citizenry. In that short period, we have witnessed open bigotry toward the nation’s first Black President and First Lady; a pointed growth in antidemocratic values; the open acceptance of political corruption and coercion; and the overshadowing of public health and well-being in the name of individual rights. In addition, this era has been marked by the delegitimization of assemblers protesting the unjust killing of unarmed African Americans at the hands of state authorities; the mediated politicization of medical science and scientific data, generally; and a new rise in propaganda and policies criminalizing critical
... <a href="https://muse.jhu.edu/article/923159">Read More</a>
Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallThe Role of Education in The Public and Its Problems: A Deweyan Perspective on Political Literacy2024-03-27text/htmlen-USThe Role of Education in The Public and Its Problems: A Deweyan Perspective on Political Literacy2024-03-272024TWOProject MUSE®1260862024-03-28T00:00:00-05:002024-03-27Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics
https://muse.jhu.edu/article/923157
<p></p>
The maxim that “Not everything that counts can be counted and not everything that can be counted counts”1 articulates a broad category of contemporary dehumanizing phenomena in which efficiency, objectivity, and measurability mitigate the quality of human experience and interaction. Authentic, growth-oriented human experience can be fragile and easily diminished. This characteristic is especially pronounced in a technological civilization in which human relations are objectified, mediated, and reified. The result is human activity lacking essential components of agency, divested of meaning, and providing only transient footing for human development. As educators work to develop citizens capable of moral judgment
... <a href="https://muse.jhu.edu/article/923159">Read More</a>
Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallEducation for Moral Judgment: Situational Creativity and Dewey’s Aesthetics2024-03-27text/htmlen-USEducation for Moral Judgment: Situational Creativity and Dewey’s Aesthetics2024-03-272024TWOProject MUSE®1271792024-03-28T00:00:00-05:002024-03-27Teaching Mathematics with Democracy in Mind
https://muse.jhu.edu/article/923158
<p></p>
Dedicated to Dan Tanner, educator, scholar, social activist, philanthropist, past-president of the John Dewey Society and, at 96, still doing good work.There is truth in the saying that education must first be human and only after that professional.Mathematics educators have sought to uncover means for teaching mathematics as “a tool of democratization.”1 And it has been a challenge, as “attempts to foster democratic education in the United States’ public schools rarely include mathematics class in meaningful ways.”2Although Dewey discussed the teaching of arithmetic to children in The Psychology of Number, he gave little attention to the teaching of mathematics per se.3 However, in Democracy and Education, he made
... <a href="https://muse.jhu.edu/article/923159">Read More</a>
Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallTeaching Mathematics with Democracy in Mind2024-03-27text/htmlen-USTeaching Mathematics with Democracy in Mind2024-03-272024TWOProject MUSE®1086752024-03-28T00:00:00-05:002024-03-27Has Anybody Here Seen My Old Friend John? Making the Case for a More Pragmatic Social Studies
https://muse.jhu.edu/article/923159
<p></p>
“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry,” Albert Einstein wrote in his Autobiographical Notes just after World War II had ended, “for what this delicate little plant needs more than anything, besides stimulation, is freedom.” Without freedom, he warned, our natural instinct to ask questions “goes to wrack and ruin without fail.”1 A man of many talents, Einstein is nevertheless not often remembered as a philosopher of education. Maybe he should be.The “delicate little plant” of which Einstein spoke—inquiry—has been the centerpiece of progressive visions of social studies education almost since its inception as a
... <a href="https://muse.jhu.edu/article/923159">Read More</a>
Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/323/image/coversmallHas Anybody Here Seen My Old Friend John? Making the Case for a More Pragmatic Social Studies2024-03-27text/htmlen-USHas Anybody Here Seen My Old Friend John? Making the Case for a More Pragmatic Social Studies2024-03-272024TWOProject MUSE®824252024-03-28T00:00:00-05:002024-03-27