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Resumen
Resumen
John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts - namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.
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Garrison (Virginia Tech Univ.) is a foremost Dewey scholar (Dewey and Eros, CH, Dec'97, 35-2242); his coauthors, Neubert and Reich, direct the Dewey Center at the University of Cologne, Germany. Their aim is to reinterpret Dewey for a new, global, and multicultural generation of scholars and practitioners. They first give an innovative and novel introduction to Dewey by using his theoretical and philosophical writings to appreciate his more well-known pedagogical ideas. They also provide a broader philosophical context by showing that each of Dewey's views must be understood in relation to his entire work--that is, holistically. Then in three chapters they reanalyze Dewey by considering cultural, constructive, and communicative "turns" in philosophical, psychological, and pedagogical thinking since Dewey's time. A final chapter connects Dewey's philosophy with six recent "influential thinkers." The chapter gives a general interpretation and then focuses specifically on each thinker as elements in "Reconstructing Dewey for Our Times." The reanalysis and reinterpretation is supported by notes and an extensive bibliography. The authors do a great service in modernizing Dewey and especially in showing his relevance to thinking broadly beyond the confines of his own culture. Summing Up: Recommended. Graduate, research, and professional collections. R. R. Sherman emeritus, University of Florida
Tabla de contenido
| List of Figures | p. vii |
| Introduction | p. ix |
| Part 1 Education and Culture-The Cultural Turn | p. 1 |
| Part 2 Education as Reconstruction of Experience- The Constructive Turn | p. 41 |
| Part 3 Education, Communication, and Democracy- The Communicative Turn | p. 77 |
| Part 4 Criticism and Concerns-Reconstructing Dewey for Our Times | p. 109 |
| Notes | p. 181 |
| Bibliography | p. 187 |
| Author Index | p. 197 |
| Subject Index | p. 199 |