Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education
AbstractIn this paper, I make the case that John Dewey’s philosophy of education aims to bring about a democratic community of teachers capable of creating a science of teaching. To make this case, I will do a three things. First, I will discuss Sources of a Science of Education and argue that this work is deeply connected to a work written at about the same time, Individualism Old and New. As I will show, the creation of a science of education is a complex endeavor that is premised on an ability to create a democratic community that reconstructs outmoded notions of individuality. Second, I will argue that the position put forward most directly in these later works is not a deviation from Dewey’s overall educational philosophy by offering a reading Democracy and Education. I will argue that Dewey’s thinking on a science of education is held nascent within Democracy and Education, especially in his discussion of individualism and democracy. Finally, I will assess whether and how current work in teacher education is consonant with Dewey’s philosophical project, and draw out implications for philosophers of education. View Full-Text
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Frank, J. Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education. Educ. Sci. 2017, 7, 11.
Frank J. Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education. Education Sciences. 2017; 7(1):11.Chicago/Turabian Style
Frank, Jeff. 2017. "Realizing a Democratic Community of Teachers: John Dewey and the Idea of a Science of Education." Educ. Sci. 7, no. 1: 11.
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