New Studies in Deweyan Education : Democracy and Education Revisited book cover
1st Edition

New Studies in Deweyan Education
Democracy and Education Revisited

ISBN 9780367369422
Published February 13, 2020 by Routledge
216 Pages 7 B/W Illustrations

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Book Description

New Studies in Deweyan Education examines in detail some of John Dewey’s most influential writings by connecting them with contemporary issues, perspectives, controversies, and debates. By bringing together scholars from the United States and Germany, this volume offers an international perspective on current implications, challenges, and risks of democracy and education in the contemporary world.

This book elaborates on the continuing relevance, resourcefulness, and richness of the Deweyan tradition as a frame of thought and action in the sphere of education. It is divided into three main parts: Education, Schooling, and Democracy; Education and the Reconstruction of Philosophy; and Education, Economy, and the Changing Forms of Capitalism. The chapters in this volume build on each other as they provide a multifaceted picture of Deweyan education’s role in societal reconstruction. Written for students and scholars in the fields of education and philosophy, New Studies in Deweyan Education represents a new, unique, and innovative way of approaching the problems and opportunities of democracy and education then and now.

Table of Contents



Introduction (Meike Kricke & Stefan Neubert)

List of Figures

Part I: Education, Schooling, and Democracy

1. Technical Philosophy, Educational Practice – Democracy and Education after 100 Years

Larry A. Hickman (Southern Illinois University, USA)

2. Revisiting The School and Society

James Campbell (University of Toledo, USA)

3. Gender Constructions in Progressive Education and Their Impact on Co-Education

Elke Kleinau (University of Cologne, Germany)

4. Inclusive Education as a Democratic Challenge – Ambivalences of Communities in Contexts of Power

Meike Kricke & Stefan Neubert (University of Cologne, Germany)

5. Teachers as Team Players and Lifelong Learners – Using Differences as a Door Opener for Growth and Inclusive Education

Meike Kricke (University of Cologne, Germany)


Part II: Education and the Reconstruction of Philosophy

6. Experience, Thinking, and Education – Dewey’s Long Logic

Jim Garrison (Virginia Tech, USA)

7. Imprecision and Indeterminacy’s Contribution to the Pragmatist Reconstruction of Philosophy

Joseph Margolis (Temple University, USA)

8. Foucault’s Technologies of the Self as a Theoretical Tool for Extending Dewey’s Cultural Contextualism – An Interpretation from the Perspective of Cologne Constructivism

Stefan Neubert (University of Cologne, Germany)

Part III: Education, Economy, and the Changing Forms of Capitalism

9. "Growth," Economic and Human – On the Reconstruction of Economics Through Pragmatism and the Capabilities Approach

Kenneth W. Stikkers (Southern Illinois University, USA)

10. Forms of Capital and Questions of Social Justice

Kersten Reich (University of Cologne, Germany)


Part IV: Kersten Reich – Philosopher and Educator

11. Continuities and Discontinuities in the Work of Kersten Reich – On the Way to Constructivism and Inclusion

Hans-Joachim Roth (University of Cologne, Germany)




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Meike Kricke is Member of the Executive Board and Executive Director of the Non-Profit Montag Foundation "Youth and Society" (Montag-Stiftung Jugend und Gesellschaft), Bonn, and an Associated Researcher for the Dewey-Center of the University of Cologne. She is an Educated Primary-School Teacher and Educational Scientist.

Stefan Neubert is Professor of Education at the Departent for Education and Social Sciences, Faculty of Human Sciences, University of Cologne. He is the Director of the Dewey-Center of the University of Cologne.