Democracy and Power: a Reply to John Dewey's Leftist Critics
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Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church
The Lutheran Clarion – July 2018 (Volume 10, Issue 6) Teaching for Apostasy: How Educational Methods and Philosophies Work Against the Church Dr. Thomas Korcok gave the presentation below at the 2018 Lutheran Concerns Association conference in Fort Wayne, IN, in January 2018. Since that time it has been slightly revised. Currently in colleges of education across America, almost all future teachers learn from a standard canon of educational thinkers whose work forms the basis for the goals, methods, and structure of the modern American classroom. When students are introduced to these educationists, there is rarely, if ever, any consideration given to what they taught, believed, or confessed in their personal lives. Furthermore, their theories are presented as though they were all based purely on unbiased scientific research. Such an approach should be of concern for the Christian because it is radically different from how the church has traditionally measured teachers. In the history of Western education until the 20th century, (which has always been inseparably linked with Christian education), theology has been the measuring stick for all areas of knowledge, including education. A teacher’s confession of faith was always considered to be the first criterion in judging whether or not his or her teaching was acceptable. In the 16th century, the influential Lutheran educator, Valentin Trotzendorf, insisted that “Those who belong to our school, let the same also be members of our Church and those who agree with our faith, which is most sure and true; because of perhaps one godless person out of the whole body, some evil happens.” 1 In this day and age, we are to believe that the contrary teaching is true: that what a researcher teaches, believes, and confesses has little or nothing to do with the methods he advocates. -
Introduction
1 Introduction Reading Democracy and Education DAVID T. HANSEN What is John Dewey’s Democracy and Education? In a literal sense, it is a study of education and its relation to the individual and society. More- over, Dewey tells us, it is a philosophical rather than historical, sociologi- cal, or political inquiry. His original title for the work was An Introduction to the Philosophy of Education. That was the heading he had in view when he signed a contract to undertake the project on July 21, 1911, with the Macmillan Company of New York (MW.9.377). However, his publishers convinced him to change the title in light of pressing political issues triggered by the cataclysm of World War I. Dewey completed the text in August 1915, and it came out the following year with his original title converted into a subtitle. The book constitutes Dewey’s philosophical response to the rapid social, economic, political, cultural, and technologi- cal change he was witness to over the course of his long life. Born in 1859, when the United States was largely an agrarian society, by the time Dewey pens his educational treatise the country had become an indus- trial, urban world undergoing endless and often jarring transformations, a process that continues unabated through the present. Dewey sought to articulate and justify the education he believed people needed to com- prehend and shape creatively and humanely these unstoppable changes. At the same time, Dewey endeavored in the book to respond to what many critics regard as the two most influential educational works ever written prior to the twentieth century: Plato’s Republic (fourth 1 © 2006 State University of New York Press, Albany 2 John Dewey and Our Educational Prospect century B.C.E.) and Jean-Jacques Rousseau’s Emile (published in 1762). -
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online
Philosophical Foundations CEEF6301 New Orleans Baptist Theological Seminary Christian Education Division Spring 2017 Online Emily Dean, Ph.D. Adjunct Professor, Christian Education Coordinator of Women’s Programs Office: (504) 282-4455 ext.8053 Email: [email protected] Mission Statement The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill the Great Commission and the Great Commandments through the local church and its ministries. Core Value Focus The seminary has five core values. 1. Doctrinal Integrity: Knowing that the Bible is the Word of God, we believe it, teach it, proclaim it, and submit to it. This course addresses Doctrinal Integrity specifically by preparing students to grow in understanding and interpreting of the Bible. 2. Spiritual Vitality: We are a worshiping community emphasizing both personal spirituality and gathering together as a Seminary family for the praise and adoration of God and instruction in His Word. Spiritual Vitality is addressed by reminding students that a dynamic relationship with God is vital for effective ministry. 3. Mission Focus: We are not here merely to get an education or to give one. We are here to change the world by fulfilling the Great Commission and the Great Commandments through the local church and its ministries. This course addresses Mission Focus by helping students understand the biblical foundations for fulfilling the Great Commission and the Great Commandments. 4. Characteristic Excellence: What we do, we do to the utmost of our abilities and resources as a testimony to the glory of our Lord and Savior Jesus Christ. Characteristic Excellence is addressed by preparing students to excel in their ability to interpret Scripture, which is foundational to effective ministry. -
Multicultural Cold War: Liberal Anti-Totalitarianism And
MULTICULTURAL COLD WAR: LIBERAL ANTI-TOTALITARIANISM AND NATIONAL IDENTITY IN THE UNITED STATES AND CANADA, 1935-1971 by Gregory Smolynec Department of History Duke University Date: April 24, 2007 Approved: ___________________________ John Herd Thompson, Supervisor ___________________________ Warren Lerner ___________________________ Susan Thorne ___________________________ Suzanne Shanahan Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2007 ABSTRACT MULTICULTURAL COLD WAR: LIBERAL ANTI-TOTALITARIANISM AND NATIONAL IDENTITY IN THE UNITED STATES AND CANADA, 1935-1971 by Gregory Smolynec Department of History Duke University Date: April 24, 2007 Approved: ___________________________ John Herd Thompson, Supervisor ___________________________ Warren Lerner ___________________________ Susan Thorne ___________________________ Suzanne Shanahan An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor in the Department of History in the Graduate School of Duke University 2007 Copyright by Gregory Smolynec 2007 Abstract In Cold War North America, liberal intellectuals constructed the Canadian and American national identities in contrast to totalitarianism. Theorists of totalitarianism described Nazi Germany and the Soviet Union as monolithic societies marked by absolutism and intolerance toward societal differences. In response, many intellectuals imagined Canada and the -
Dewey's Cultural Theory and Psychology When the History Of
Dewey’s Cultural Theory and Psychology When the history of Cultural Psychology is being discussed one often encounters the names of Lazarus, Steinthal, and Wundt in Germany, Rivers and Bartlett in Britain, and Vygotsky in the former Soviet Union. Missing from mention is the name of the American John Dewey. This is understandable since he did not explicitly formulate a theory of culture and psychology but, nonetheless, the theme runs throughout his numerous publications. It is this that I shall endeavor to encapsulate and, in the process, reveal Dewey’s anticipation and rejection of evolutionary psychology. Such a task is impossible to do justice to in a limited space but I hope that I may at least offer some signposts to where the mind of this seminal thinker may be mined. In his eightieth year, while reflecting back upon his psychological theorizing, Dewey (1939a) noted that the traditional, mentalistic psychology was being transformed by biology and cultural anthropology. Human experience (experience meaning here “participation in activities,” and “of doings and undergoings”) is what it is, he contended, because of its subjection to cultural agencies and intercommunication. In retrospect, he referred to the approach that he had been developing as “socio-biological psychology” and “biological- cultural psychology.” His intention, with these appellations, was to convey the idea that cultures stimulate innate tendencies and remake them; they promote and consolidate those tendencies into patterns of purposes that are fitted to the prevailing cultural conditions (Dewey, 1939/1989). According to Dewey the biological constitution of humans is common to the people of whatever grouping and, because of that, innate tendencies cannot be appealed to in accounting for the differences between groups. -
Capitalism in the Classical and High Liberal Traditions*
CAPITALISM IN THE CLASSICAL AND HIGH LIBERAL TRADITIONS* By Samuel Freeman I. Essential Features of Liberalism Liberalism holds that there are certain individual liberties that are of fundamental political significance. These liberties are fundamental or basic in that they are preconditions on the pursuit of other social values, such as achieving economic efficiency, promoting the general welfare, and mod- erating the degree of inequality in the distribution of income and wealth. None of these liberties are absolute, but the reasons for limiting their exercise are to protect other basic liberties and maintain essential back- ground conditions for their effective exercise. For example, freedom of speech and expression can be limited when it imminently endangers others’ safety or the freedom of their person, but not because the ideas expressed are found to be offensive by vast majorities of people. Liberal basic liberties are also inalienable: they cannot be given up voluntarily or permanently transferred to anyone else, though some liberties are forfeit- able upon criminal conviction for serious crimes. No liberal government would enforce a contract in which a person sold himself into permanent servitude, or alienated his freedom to change religions, or legally bound himself to vote only as his employer insisted. An integral feature of a liberal constitution is the protection of the basic rights and liberties nec- essary to establish and maintain the equal civic status of citizens. What liberties do liberals generally find to have this extraordinary status? Liberals now would all agree that among the basic liberties are freedom of thought, expression, and inquiry, freedom of conscience and of association, freedom and security of the person, and free choice of occupation. -
An Exploratory Analysis of John Dewey's Writings: Implications for School Leaders
An Exploratory Analysis of John Dewey's Writings: Implications for School Leaders Larry J. Moss and Anthony H. Normore Florida International University, USA Abstract: The purpose of this study was to synthesize the operational definition of education through an exploratory analysis of John Dewey’s writings. Dewey’s definition of education changed from 1938 to 1896. Findings suggest that schools promote more social and emotional learning through instructional activities such as service-learning. In 1776, Thomas Jefferson penned the following words, perhaps the most inspiring sentence in American language: "We hold these truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness” (as cited in Cannon, 2004, p.13). How does education contribute to an understanding of the pursuit of happiness? John Dewey saw many ethical implications among education, democracy, happiness and social service. Dewey wrote in Education and experience (1938/1998): “We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future” (p.51). Method Primary writings of John Dewey are highlighted in this historical paper, including The school and society (1896); The child and the curriculum (1902); Democracy and education (1916); and Experience and education (1938/ 1998). Additionally, several anthologies were explored, including The Philosophy of John Dewey, Volume I; The structure of experience, Volume II; The lived experience (McDermott, 1981), and Classic and contemporary readings in the philosophy of education (Cahn, 1997). -
Educational Change
Educational Change A Journal of Role Analysis and Institutional Change In this issue: The Implications of One Significant Component of Education ‘2000’: Parental Choice of Schooling Dewey’s Pedagogic Creed Foundations of Education in New York State: A Critical Analysis Moral Realism and the Search for Objectivity The Fourth Great Awakening: An Examination of the Christian School Movement of the Last Two Decades Why the Medieval Idea of a Community-Oriented University is Still Modern Spring 1995 IN MEMORY OF DOMINICK RODA 1968-1993 The Sounds of an Eternal Springtime Girl Before a Mirror The basic themes of Picasso’s Girl Before a Mirror are dark and serious, but the visual style is colorful and attractive. This seeming con- tradiction complements the subject of the work which, as a whole, deals with the paradoxical relationship between outward appearances and in- ward intentions. The painting is vibrant. Colors, at or near full intensity, are placed beside their complements, thereby creating a visual “push and pull” of shape and form. Forms are used to draw the viewer’s eye across the canvas. Circular arcs, repeated throughout the work, are counterbal- anced by the cross-hatched, diagonal lines of the wallpaper. Picasso goes to great lengths to create a visual style full of vitality and grace. However, the implications of the work are not as vibrant as its visual presentation. Picasso depicts a girl on the verge of discovering her own sexuality. The figure on the left is the actual girl. The head is a combination of a profile and a frontal view, which unite to produce a 3/ 4 view. -
The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S
In London Street: The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S. Decker In London Street: The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S. Decker English Abstract No one who has looked closely can fail to see a remarkable congruency between the synthesis of ideas that represents the culmination of classical pragmatism, on the one hand, and Marx’s early humanist program on the other. Despite this ground for potential commensurability, Trotsky and Dewey, while historical near-contemporaries, were fundamentally polar opposites; their contributions to “Their Morals and Ours,” Dewey and Trotsky found themselves on opposing theoretical positions with regard to the idea that, as one student of socialism claims, “as certainty about the future dissipates, ethics becomes necessary.” Despite the fact that one philosophized about civil society while the other acted in lieu of an established civil society, Dewey and Trotsky both recognized valid reasons for the crisis of public authority in Western liberalism. I argue that what unites the politics of Dewey with the early Marx, a view of praxis that demonstrates human intelligence as crystallized in social and technical practices, is precisely what Trotsky (and other Bolshevik leaders) abandoned in an effort to impose an over-intellectualized ideological framework on Russian society and culture. From this perspective, the Bolshevik experiment was bound to fail. The reasons for this entail lessons for how to address the “democratic deficit” in Western politics in general today. Resumen en español Nadie que haya mirado de cerca se puede dejar de ver una congruencia notable entre la síntesis de las ideas que representa la culminación del pragmatismo clásico, por un lado, y pronto programa humanista de Marx sobre el otro. -
John Dewey & the Value of Moral
The Good, the Right & the Exigencies of Life: John Dewey & the Value of Moral Disagreement Karen Bland School of Humanities/Department of Philosophy December 2018 ii Table of Contents 1. Introduction ................................................................................................................................................................... 1 2. The Classical American Pragmatists ................................................................................................................. 14 2.1 Introduction ............................................................................................................................................................. 14 2.2 Charles Sanders Peirce ........................................................................................................................................ 17 2.3 William James .......................................................................................................................................................... 25 2.4 Conclusion ................................................................................................................................................................. 31 3. Making Connections: David Hume & John Dewey ....................................................................................... 37 3.1 Introduction ............................................................................................................................................................. 37 3.2 Impressions & Ideas -
Dissimilarities Between Deweyan Pragmatism and Confucianism
Paideusis, Volume 20 (2012), No. 1, pp. 24–32 Dissimilarities Between Deweyan Pragmatism and Confucianism RUSSELL SHEN Queen’s University, Kingston, Ontario, Canada Over the past decade, numerous Deweyan philosophers have been arguing that Deweyan Pragmatism and Confucianism have significantly similar philosophical underpinnings and thus a Deweynised Confucian society is highly plausible. This article examines the social and historical backdrops against which Deweyan and Confucian thoughts were developed. It then explores the starkly contrasting and oft- conflicting views of Dewey and Confucius on the purpose of education, the curriculum in schools, and the respective roles of teachers and students, morality, individuality, sociality as well as politics. The conclusion of this paper is that Deweyan Pragmatism is a context-specific, anti-dualist, and egalitarian theory whereas Confucianism is a transcendental virtue-oriented, universalist, and elitist philosophy. Therefore, any effort to promote the co-optation of Confucianism in Deweyan applications within Confucian civilisations, no matter how well intentioned, blocks the path to truth. In recent years, there has been a spate of papers and books asserting the similarities and compatibilities between Deweyan Pragmatism and Confucianism. In this article, I argue that the purported affinities between these two schools of philosophy are specious at best. Even though not exactly antithetical on all points, they are drastically different in their discourses on education, morality, politics, and on the relationship between individuality and sociality. Literature Review The stream of publications highlighting the “affinity between John Dewey’s Pragmatism and Confucianism” (Tan, 2003, p. 141) has been steady and influential over the past decade. For example, with respect to epistemology, Grange (2004) argues that: Way is the conventional translation of the Chinese word dao. -
Dewey and the Project of Critical Social Theory*
..··:.:r.·.'· , DEWEY AND THE PROJECT OF CRITICAL ·,····.·.,·,·.·,1··,···",::·' :~ F. ~. r SOCIAL THEORY* ·',:1: ROBERT J. IZENT University of Kansas Social Thought & Research, 2000, Vol. 23, 1&2 Abstract The project of critical social theory shares with progressive (bllt not classical, free 1Harket) liberalism a value-orientation composed ofan egalitarian conception of socialjustice; a positive, delJelopmental vie1v of libertY as selfrealization; and a participatory notion of democracy. Differentiating critical theory fro»: all strains of liberalism is the comsction that capitalism cannot StljJport theinstitutionalieation of this value-orientation, and that tinder modern conditions onlY some form of democratic socialism can. Given thisualue-orientation, thispaperoutlines the mission and struaur: of theproject of critical theory. In its RJOSt recent retreat to the academy, practitioners have losttoud: not onlY 1vith its mission but also lvith the level ofhistorical specificity at wbicb the project can RIOSt effectivelY bepracticed. TIl/O proposals aresuggestedfor recoverilJg and executing its mission. Thefirst is to address citizens in particular societies about the mora! and political significance of contemporary social change. The second is that theory, description, critique, and vision should proceed at a level ofabstraction I callregi1lle analYsis. Here the object ofanalYsis is a specific society with its own history, institutionalfeatures; and cultura! identity. It is suggested that John Dewey': proposals for the retitalization of philosophy are relevant to the recovery of theproject of critical social theory. Following Dewf!Y j • For theirpatience and support over the years I wish to thank my friends Tom Skrtic, Bob Antonio, Mohamed El-Hodiri, Bardwell Smith, and the late Clifford Griffin. This work was supported in part by Grant No.