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suggested dismissing him because he seemed to be unable to reach his eighteen-year-old students and not to know how to stimulate their thinking processes and how to motivate them. Moreover, the teacher was sitting instead of standing. After posing a question, he did not wait for an answer but immediately

In: Professionals’ Ethos and Education for Responsibility

other, it has been used as a modernist category, politically speaking, to harness the resources of Enlightenment Europe as a basis for giving assurances about the future of liberal democratic societies and the American way of life. The concept was an implicit but key one assumed in an influential

In: Teaching, Responsibility, and the Corruption of Youth
2 What Is a Democracy?

shared values to become manifest. This process is one of give and take communication between and among many members of different societal subgroups such as families, schools, governmental structures, and more. In a form of social life that meets the standard, people are motivated to engage in activities

In: The Handbook of Dewey’s Educational Theory and Practice
Chapter 9 Seeking to Know and Understand the Self

contributed to sculpting me. Living alone for an extended length of time in a couple of foreign countries, and traveling alone in many more, made me learn about who I am, the place and people I came from, my cultural and spiritual background, perhaps more than what I learned about the hosting country and

In: Seeking Understanding
3 Mindfulness and Progressive Education

being alive. That is why mindfulness is a source of happiness and joy. (para. 2) This basic tenet of Buddhist philosophy is not far from Dewey’s famous equation of living with education (1897), where he points out that education is the art of learning to maximize what life has to offer us in our

In: The Handbook of Dewey’s Educational Theory and Practice
10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach

their own submergence in the habitual, even in what they conceive to be virtuous, ask the ‘why’ in which learning and moral reasoning begin. (p. 46) For Dewey (1939) , democracy was an ethical or moral ideal. He believed that a moral ideal was a choice, a preference for living one type of life as

In: The Handbook of Dewey’s Educational Theory and Practice
Chapter 4 The Seven Samurai

? Whether it is better or not, according to certain criteria, one could still choose to collaborate as a way of living one’s life. In this chapter we discuss the scenario of a Japanese ‘western’, taken from one of the best films ever, Seven Samurai (1954) by Akira Kurosawa. It is a work of fiction

In: On Collaboration
12 A Deweyan Faith in Democratic Education

Democracy is a way of life controlled by a working faith in the possibilities of human nature. John Dewey (1939) Introduction In this chapter I have revisited an interview I conducted with a self-identified democratic teacher from Ohio. I am exploring Joan’s (pseudonym) interview

In: The Handbook of Dewey’s Educational Theory and Practice
4 John Dewey and Social Justice Education
Author: Peter Nelsen

begins in an unresolved need or a doubt, and that, “doubt is a living, embodied, and impassioned condition, a state of need and active seeking” ( Garrison, 1997 , p. 94). Dewey is helpful here: “living may be regarded as a continual rhythm of disequilibrations and recoveries of equilibrium. … The state

In: The Handbook of Dewey’s Educational Theory and Practice
9 A Dewey Framework for Moral Training for Democracy in Education
Author: Alison Taysum

( Adler, 1941 ). Here goods and their instruments of production are those required for health, and wealth, activities, and habits and where their prioritisation reveals virtues in becoming that are fully realised as a happy life, or a life worth living as an end outcome ( Adler, 1941 ). 1 Nowadays we

In: The Handbook of Dewey’s Educational Theory and Practice