This book considers John Dewey’s philosophy of democratic education and his theory of public sphere from the perspective of the reconstruction and redefinition of the dominant liberalist movement. By bridging art education and public sphere, and drawing upon contemporary mainstream philosophies, Ueno urges for the reconceptualization of the education of mainstream liberalism and indicates innovative visions on the public sphere of education.
Focusing on Dewey’s theory of aesthetic education as an origin of the construction of public sphere, chapters explore his art education practices and involvement in the Barnes Foundation of Philadelphia, clarifying the process of school reform based on democratic practice. Dewey searched for an alternative approach to public sphere and education by reimagining the concept of educational right from a political and ethical perspective, generating a collaborative network of learning activities, and bringing imaginative meaning to human life and interaction. This book proposes educational visions for democracy and public sphere in light of Pragmatism aesthetic theory and practice.
Democratic Education and the Public Sphere will be key reading for academics, researchers and postgraduate studies in the fields of the philosophy of education, curriculum theory, art education, and educational policy and politics. The book will also be of interest to policy makers and politicians who are engaged in educational reform.
Prologue: A perspective to democratic education and the public sphere. 1. Democracy and the Public Sphere: A critique of liberalism and its politics. 2. Creating Dialogical Communities in Schools: Education and politics. 3. Education, Democracy, and the Public Sphere: The transformation of liberalism. 4. Education for a Changing Society: Schools as agencies of public action. 5. Bridging Aesthetic Experience and the Public Sphere. 6. Education through Art and Democracy: Dewey’s art education project at the Barnes Foundation. 7. Education for Democracy and Civil Liberties. Epilogue: Democratic education and the public sphere: Towards Dewey’s theory of aesthetic experience
This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not routed in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of 'post'-positions behind?
In addition to the question of the intellectual resources for the future of philosophy of education, what are the issues and concerns that philosophers of education should engage with? How should they position themselves? What is their specific contribution? What kind of intellectual and strategic alliances should they pursue? Should philosophy of education become more global, and if so, what would the shape of that be? Should it become more cosmopolitan or perhaps more decentred? Perhaps most importantly in the digital age, the time of the global knowledge economy that reprofiles education as privatized human capital and simultaneously in terms of an historic openness, is there a philosophy of education that grows out of education itself, out of the concerns for new forms of teaching, studying, learning and speaking that can provide comment on ethical and epistemological configurations of economics and politics of knowledge? Can and should this imply a reconnection with questions of democracy and justice?
This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.