Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.
Table of Contents
1. Education as a Necessity of Life
2. Education as a Social Function
3. Education as Interaction and Communication
4. Education as Growth
5. The Democratic Conception in Education
6. Aims and Competencies in Education
7. Interest, Discipline, and Power in Education
8. Contents, Relationships, and Methods in Education
9. Class, Race, Gender, and Disability
10. Capitals as Contexts of Education
11. The Way to Democratic Inclusion
12. Philosophy as Education: From Pragmatism to Constructivism
Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, Virginia.
Stefan Neubert is Privatdozent (PR Dr.) at the Faculty of Human Sciences, University of Cologne.
Kersten Reich is Professor of Educational Research at the University of Cologne.