John Dewey and Our Educational Prospect: A Critical Engagement with Dewey's Democracy and Education

Index

Index 191 accountability, 40, 76–77 Addams, Jane, 4, 152 analytic philosophy, 110 antifoundationalism, 82–95 Apple, Michael, 52, 62 Archambault, Reginald, 111 Aristotle, 2, 178, 178 Arendt, Hannah, 152, 158–164 Eichmann in Jerusalem: A Report on the Banality of Evil, 160 art of living, 166–167, 177, 184 Ball, Deborah, 130, 132, 140–144 Benedict, Ruth, 28 Bentley, Arthur F., 23 Biesta, Gert, 16, 25, 28, 33, 34, 35 Boaz, Franz, 27–28 Burbules, Nicholas, 34 Bush Administration, 67, 77 Cavell, Stanley, 17, 81–82, 87–95 Cohen, David, 130, 132, 140–144 cosmopolitanism, 94 curriculum, 11–12, 16, 18, 32, 35, 39–63, 100, 113–126. See also Dewey, John: on curriculum Darwin, Charles, 75, 83 social Darwinism, 68 Derrida, Jacques, 89 deconstructive pragmatism, 34 DeGarmo, Charles, 118 Democracy and Education. See Dewey, John: Democracy and Education Dewey, John Art as Experience, 163 Construction and Criticism, 91–92 Democracy and Education and the student, 97–112, as emotionally engaging, 40; and careful intelligence, 40; contemporary relevance, 21– 22, 34, 59–63, 72–78, 81, 94–95, 97–112, 114, 116, 147, 158–164, 186; history of, 1–2, 26; historical context, 4, 8; preface, 4–9; reader reaction to, 23, 40, 42, 63, 98, 109–111, 129–130; scope and structure, 10–15 Essays in Experimental Logic, 23 Ethics, 28 Experience and Education, 33, 125 Experience and Nature, 24, 25, 70, 129 Knowing and the Known, 23 Human Nature and Conduct, 23, 68, 88, 91 How We Think, 27, 130, 169 Logic: The Theory of Inquiry, 23 My Pedagogic Creed, 27, 29 Plan of Organization of the University Primary School, 29 Studies in Logical Theory, 23 The Child and the Curriculum, 113, 129 The Public and Its Problems, 69 The School and Society, 113, 129 The Quest for Certainty, 23 192 Index Dewey, John (continued) The Sources of a Science Education, 72 “Creative Democracy, The Task Before Us,” 158 “Education from a Social Perspective ,” 27 “From Absolutism to Experimentalism ,” 29 “The Bearings of Pragmatism upon Education,” 27 “The Relation of Theory to Practice in Education,” 112, 129, 137–144 criticism of traditional liberalism, 68 philosophical development of, 27 influence of Emerson, 87–88, 92 influence on American education, 114 misreadings of, 72–76, 124–125, 135 writing style of, 3–4, 23, 153 and cultural anthropology, 28 and Descartes, 24 and philosophy and education, 26, 29, 34, 41, 75, 99, 114, 129, 148, 167 philosophical anthropology, 167 and receptivity, 168–171, 177, 184 at Columbia University, 27–28 on aims, 136, 171 on certainty, 121 on communication, 16, 24–36, 71, 141–149, 158, 161–164, 168, 178, 184–186 centered philosophy, 33; history of theory of, 26–29; naturalistic vs. transcendental, 34; pragmatist, 34 on curriculum, 100, 106, 113– 126, 134–135, 138, 177, 185 connotations of, 46; definition of, 45; differentiated, 60–62; social context, 53; stages of, 50; varieties of, 47–48 on democracy, 6–9, 11, 30, 40– 41, 50–51, 54, 59–63, 83–95, 134–135, 147, 149, 150–151, 157–158,162–164, 166–167, 170, 174, 180, 184–186 as an art of living, 166, 184 on dualisms, 12, 46, 61, 72, 99, 114–115, 125, 130, 150, 155, 167, 171, 176, 180–181 on education and contacts of life, 165–168, 178, 184, 186; as contextual, 115, 120, 136; as development , 132–133, as preparation , 130–131, 136; as process, 29, 46, 72; as reconstruction, 133–134, 142; contrasted with. training, 30; definition of, 166; direct and indirect, 136;environment, 30; 43, 56, 62, 69, 94, 117, 133, 172–174, 178; for democracy, 83; formal and informal, 41– 63, 116–117, 135, 147; learning by doing, 60, 135; not student-centered, 57, 185; origin of, 49; purposes of, 101; situation, 172–174, 178; student as unique, 58, 87, 180 on evolution, 7, 149 on experience, 14, 112, 116–117, 120, 123, 130, 134–137, 143, 150–153, 168–169, 171–172, 178 definition of, 133 on growth, 7, 13, 17, 68, 81–95, 99, 104, 130, 132, 134, 137, 166, 176, 178, 184–185 on habits, 136–139, 179, 185 on humanism, 39, 52, 62, 165 on information, 50, 167, 175 on intelligence, 91, 102 on inquiry, 7–9, 160, 179 on interest, 19, 69, 70, 116, 121, 125, 136, 139, 151–154, 165– 186 on language, 24–26, 30, 25 193 Index...