Jennifer  Bleazby Author of Evaluating Organization Development

Jennifer Bleazby

Dr Jennifer Bleazby is a philosopher of education, based at Monash University, Melbourne, Australia. She is the author of Social Reconstruction Learning: Dualism, Dewey and Philosophy in schools (2013).

Areas of Research / Professional Expertise

    Philosophy, Philosophy of Education, Feminism, Curriculum and Pedagogy, Philosophy for Children, Pragmatism


Featured Title
 Featured Title - Social Reconstruction Learning - 1st Edition book cover


Journal of Curriculum Studies

Fostering moral understanding, moral inquiry & moral habits through philosophy in schools: a Deweyian analysis of Australia’s Ethical Understanding curriculum

Published: Jan 01, 2020 by Journal of Curriculum Studies
Authors: Jennifer Bleazby

This paper provides a Deweyian analysis of Australia’s Ethical Understanding General Capability curriculum documents, which outline a promising moral education curriculum for students aged 4–17 years.

Oxford Review of Education

Why some school subjects have a higher status than others: The epistemology of the traditional curriculum hierarchy

Published: Sep 30, 2015 by Oxford Review of Education
Authors: Jennifer Bleazby

Inherent in most school curricula is some sort of curriculum hierarchy—that is, an assumption that some school subjects are more valuable than others. This paper examines the epistemological assumptions that underpin one such curriculum hierarchy, which I refer to as ‘the traditional curriculum hierarchy’. Drawing on Dewey, an alternative, non-hierarchical theory of curriculum will be proposed.

Education and Culture

Dewey's notion of imagination in philosophy for children

Published: Apr 15, 2012 by Education and Culture
Authors: Jennifer Bleazby
Subjects: Education, Philosophy

The imagination has traditionally been associated with unreality and is commonly thought to be the antithesis of reason. As such, traditional schooling, which has focused on the cultivation of reason and the accumulation of facts, has devalued the imagination. In this paper, I draw on the work of John Dewey to explain how imagination is actually integral to all thinking and, as such, is essential for living a meaningful life and meaningful learning.

E-Learning and Digital Media

How compatible are communities of inquiry and the Internet? Some concerns about

Published: Apr 15, 2012 by E-Learning and Digital Media
Authors: Jennifer Bleazby
Subjects: Education, Media and Cultural Studies, Philosophy

I argue that the Internet may actually conflict with many aspects of the Community of Inquiry, as described by Dewey and Lipman. In particular, the Internet can negate many of the attributes and skills it is assumed to promote, such as higher-order thinking, the construction of meaning and community. E-learning needs to respond to these potential problems in order to develop pedagogies and curricula that can counter them.

Educational Philosophy and Theory

Overcoming Relativism and Absolutism: Dewey's ideals of truth and meaning in ph

Published: Apr 15, 2011 by Educational Philosophy and Theory
Authors: Jennifer Bleazby
Subjects: Education, Philosophy

In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with P4C. I will argue that P4C incorporates Dewey's middle ground position between relativism and absolutism.

Thinking: The Journal of Philosophy for Children

Philosophy for Children as a Response to Gender Problems in Schools

Published: Apr 15, 2009 by Thinking: The Journal of Philosophy for Children
Authors: Jennifer Bleazby
Subjects: Education, Philosophy

Dualism and the gendered curriculum, feminist epistemology and philosophy for children.

Analytic Teaching

Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewe

Published: Apr 15, 2006 by Analytic Teaching
Authors: Jennifer Bleazby
Subjects: Education, Philosophy

Dewey and Freire argue traditional education fails to facilitate the development of autonomous individuals because it doesn’t allow students to think for themselves. In contrast, Philosophy for Children incorporates the Deweyian notion that in order to think for oneself, one must be a member of a community. However, Dewey’s ideal of community is not the homogenous community, criticized by Iris Marion Young. Rather, it is a democratic community of inquiry, which is inclusive of difference.