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