The Handbook of Dewey’s Educational Theory and Practice

In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.

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Biographical Note

Charles L. Lowery, Ed.D. (2013), Stephen F. Austin State University, is Assistant Professor of Educational Administration at Ohio University. He has published many articles on democratic educational values and the moral democratic agency of educational leaders and co-edited books, including Un-Democratic Acts: New Departures for Dialogues in School and Society (Sense Publishers, 2016) and Quantum Realities: Educational Truth Telling in an Era of Alternative Facts (Kendall Hunt, 2017).

Patrick M. Jenlink, Ed.D. (1986), Oklahoma State University, is Professor of Educational Leadership at Stephen F. Austin State University. He has published peer-reviewed publications, edited books and many articles on the moral dimensions and dispositions of educators and educational leaders, including Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership (Rowman & Littlefield, 2009) and Educational Leadership and Moral Literacy: Understanding the Dispositions of Moral Leaders (Rowman & Littlefield, 2014).

Table of contents

Notes on Contributors

Part 1: Dewey and Educational Theory


1 Dewey’s Social Imaginary of Democratic Education: Democracy’s Role in Educating a Democratic Citizenry
Patrick M. Jenlink
2 What Is a Democracy?: What Does Education in a Democracy Need to Be According to Dewey?
Elizabeth Meadows
3 Mindfulness and Progressive Education
Kyle A. Greenwalt and Cuong H. Nguyen
4 John Dewey and Social Justice Education
Peter Nelsen
5 John Dewey and Feminism
Barbara J. Thayer-Bacon
6 Deweyan Pragmatism as Requisite to Postmodern Thought
Jessica A. Heybach and Eric C. Sheffield
7 Critical Thinking and Democratic Schooling
Maura Striano
8 Education for Democratic Citizenship from Critical Thinking to Inquiry Learning
William R. Caspary

Part 2: Dewey and Educational Practice



9 A Dewey Framework for Moral Training for Democracy in Education
Alison Taysum
10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach
Patrick M. Jenlink and Karen Embry Jenlink
11 Souls in the Lab: Building Rich Practical Experiences for Student Teachers and Young Children
Stephanie A. Burdick-Shepherd
12 A Deweyan Faith in Democratic Education: A Teacher’s Dedication to Ensuring All Students Are Included
Michael E. Hess and Theodore J. Hutchinson
13 Promoting Educational Equity through Democratizing Intelligence
Laura M. Harrison and Shah Hasan
14 Living Curriculum as Commonplace
Margaret Macintyre Latta, Rhonda Draper, Kelly Hanson and Karen Ragoonaden
15 Adaptive Challenge: Teachers as Lead Professionals for Democratic Living
Daniel J. Castner

Part 3: Dewey and the Scholar-Practitioner Educational Leader



16 Educational Leadership for Democratic Culture
Robert Karaba
17 Civic Efficiency as a Democratic Ideal: Social Renewal through Dewey’s Continuous, Integrated Education
Charles L. Lowery and Connor J. Fewell
18 Organic Pedagogy: Where Dewey’s Democracy and Foucault’s Poststructuralism Meet: Pedagogical Experiences, Applications, and Critique
Chetanath Gautam
19 Experienced, but Not Yet Educated: How Dewey Should Still Contribute to Educational Philosophy
Chance D. Mays
20 Implications of Dewey’s Pragmatism for Digital Media Pedagogy
Lance E. Mason
21 How the Dewey-Lippmann Debate Informs Contemporary Education Policy
Monica Hatfield Price
22 John Dewey and the “Problem” of the Mundane: Implications for Philosophy of Educational Administration
Ali H. Hachem

Index

Readership

All interested in the educational work of John Dewey, and anyone concerned with educational leadership and/or educational practice in today’s schools.

Index Card