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Beyond rhetoric: new perspectives on John Dewey's pedagogy

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Bibliographische Detailangaben
Beteilige Person:	Knoll, Michael 1946- (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Bern ; Berlin ; Bruxelles ; New York ; Oxford Peter Lang [2022]
Schlagwörter:	Dewey, John > 1859-1952 Geschichte Bildungstheorie Erziehung beyond dewey’s john pedagogy perspectives rhetoric
Links:	http://deposit.dnb.de/cgi-bin/dokserv?id=6c9e688ce705448f9bdacdee8f578cd2&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033764786&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	409 Seiten Illustrationen, Diagramme
ISBN:	9783034341424

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Datensatz im Suchindex

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adam_text	CONTENTS ILLUSTRATIONS ....................................................................................... 13 PREFACE ................................................................................................ 17 ACKNOWLEDGMENTS .............................................................................. 23 1. DESCHOOLING THE SCHOOL: JOHN DEWEY S THEORY OF CURRICULUM AND INSTRUCTION ........................................................ 25 1. FIRST THEORETICAL CONSIDERATIONS - DEWEY S LETTERS TO CLARA MITCHELL .... 28 2. THE PSYCHOLOGICAL AND THE SOCIOLOGICAL - TRADITIONALISTS AND HERBARTIANS AS OPPONENTS ................................................................... 32 3. THE LOGICAL AS THE THIRD DIDACTIC ELEMENT - THE PUBLIC CONTROVERSY WITH WILLIAM T. HARRIS ........................................................................ 39 4. STUDENT FREEDOM VERSUS TEACHER GUIDANCE - THE COVERT CONFLICT WITH GEORGE P. BROWN .......................................................................... 44 5. PROBLEM VERSUS PROJECT - THE UNEXPECTED DISPUTE WITH WILLIAM H. KILPATRICK .............................................................................................. 50 6. THE PRAGMATIST AS IDEALIST - SOME CRITICAL REMARKS ................................ 56 2. THE CHILD AND THE COMMUNITY: JOHN DEWEY S EDUCATION FOR DEMOCRACY ............................................................................... 65 1. DEMOCRACY IN POLITICS AND SOCIETY .......................................................... 67 2. DEMOCRACY IN SCHOOL AND EDUCATION ....................................................... 72 3. SOCIAL STUDIES AND THE ISSUE OF INDOCTRINATION ....................................... 82 4. DEMOCRACY AT THE LABORATORY SCHOOL ..................................................... 85 5. THE CONFLICT BETWEEN PRIVATE INTERESTS AND POLITICAL CONVICTION ........... 93 6. NEGATIVE FREEDOM, SOCIAL INTEGRATION, AND THE NEW INDIVIDUALISM ....... 96 10 CONTENTS 3. THEORY VERSUS PRACTICE: THE LABORATORY SCHOOL ON TRIAL ..... 109 1. READING AND WRITING - PROBLEMS AND POTENTIALS .................................. 112 2. ARITHMETIC - AN INNOVATIVE CONCEPT WITH A HITCH ................................ 120 3. SCIENCE - SUCCESS WITHIN LIMITS .............................................................. 130 4. HISTORY - THE INTRICACIES OF CHANGE ........................................................ 137 5. THE LABORATORY SCHOOL - A PROGRESSIVE EXPERIMENT AMONG OTHERS 148 4. THE LONG COURSE OF HISTORY: JOHN DEWEY AND THE MAXIM LEARNING BY DOING ................................................................. 161 1. ARISTOTLE, COMENIUS, FROEBEL - THE THREE CLASSICS ................................ 161 2. FRANCIS W. PARKER AND HIS CAMPAIGN FOR LEARNING BY DOING ............ 165 3. JOHN DEWEY - THE NEW FIGUREHEAD OF THE MOVEMENT ........................... 169 4. HISTORICAL AMNESIA - A WORLDWIDE PHENOMENON ................................. 174 5. JOHN DEWEY S PART: THE ORIGIN AND MEANING OF SOCIAL EFFICIENCY ................................................................................... 181 1. BENJAMIN KIDD AND THE ORIGIN OF SOCIAL EFFICIENCY .............................. 185 2. JOHN HOBSON, LESTER WARD, AND THE HUMANITARIAN APPROACH ............. 189 3. SOCIAL EFFICIENCY AS THE MAIN AIM OF EDUCATION BEFORE 1905 ................ 193 4. WILLIAM BAGLEY, DAVID SNEDDEN, AND THE HIGH TIDE OF SOCIAL EFFICIENCY .................................................................................................. 197 5. DEWEY AND THE MAGIC TRIANGLE ............................................................... 200 6. SOCIAL EFFICIENCY, DEMOCRACY, AND EMPOWERMENT ................................ 205 6. TWO ROADS TO CULTURE : THE DEWEY-KERSCHENSTEINER CONTROVERSY ABOUT VOCATIONAL AND GENERAL EDUCATION ........ 215 1. KERSCHENSTEINER S LECTURES IN THE UNITED STATES .................................... 218 2. THE CONTINUATION SCHOOL AND ITS AMERICAN FRIENDS ............................. 224 CONTENTS 11 3. DEWEY S CRITICISM OF THE MUNICH SYSTEM ............................................ 229 4. VOCATIONAL AND GENERAL EDUCATION - TWO COMPLEMENTARY MODELS .... 234 7. JOHN DEWEY ON MARIA MONTESSORI: A RESEARCH NOTE ............ 245 1. KILPATRICKS ASSESSMENT OF THE MONTESSORI METHOD ........................... 246 2. DEWEY S REVIEW OF KILPATRICK S MANUSCRIPT ......................................... 249 3. ALICE AND EVELYN IN ROME AND MONTESSORI IN SCHOOLS OF TOMORROW . 253 4. DEWEY S BLIND SPOTS AND THE GENDER QUESTION .................................... 257 8. JOHN DEWEY AS ADMINISTRATOR: THE INGLORIOUS END OF THE LABORATORY SCHOOL ....................................................................... 263 1. WILLIAM HARPER AND JOHN DEWEY - THE TWO FOUNDERS ....................... 268 2. THE COOK COUNTY NORMAL SCHOOL - THE MECCA OF PROGRESSIVE EDUCATORS ................................................................................................ 269 3. DEWEY VERSUS HARPER - THE QUARREL OVER FUNDS ................................. 271 4. FRANCIS W. PARKER - THE VETERAN AS COMPETITOR .................................. 273 5. HARPER S PLAN - THE MERGER OF TWO ELEMENTARY SCHOOLS ..................... 276 6. DEWEY AS VICTOR - THE RESCUE OF THE LABORATORY SCHOOL ..................... 278 7. ALICE DEWEY - THE WIFE AS PRINCIPAL .................................................... 281 8. CHANGING NAMES - FROM THE UNIVERSITY ELEMENTARY TO THE LABORATORY SCHOOL ........................................................................... 283 9. DEWEY AS ADMINISTRATOR - THE SCHOOL OF EDUCATION IN CRISIS ............. 285 10. DECLINING ENROLLMENT - THE LABORATORY SCHOOL ON THE BRINK ........... 287 11. DEWEY S SOLUTION - THE HOSTILE TAKEOVER OF THE PARKER SCHOOL .......... 289 12. ALICE DEWEY AS PRINCIPAL - RESISTANCE FROM ALL QUARTERS .................... 291 13. HARPER S COMPROMISE - A WASTED OPPORTUNITY ................................... 294 14. DEWEY S RESIGNATION - THE WAY OUT OF A DEADLOCK .............................. 298 12 CONTENTS 15. A PRAGMATIST S DILEMMA - THEORY AS PASSION AND PRACTICE AS BURDEN .................................................................................................... 302 16. DEWEY AS AN AUTOCRAT - BLUNDERS WITH THE MERGER ............................. 305 17. HASTY FLIGHT AND PROTECTIVE COLORATION - A CONCLUSION ....................... 307 9. ALICE DEWEY S LEGACY: THE ORIGIN AND PURPOSE OF MAYHEW AND EDWARDS CLASSIC THE DEWEY SCHOOL ............................ 317 1. ALICE DEWEY INITIATES THE PROJECT ......................................................... 318 2. MARGARET NAUMBURG AND LUCY MITCHELL DECLINE COOPERATION .......... 321 3. KATHERINE CAMP MAYHEW COMES INTO PLAY ........................................ 323 4. JOHN DEWEY GETS INVOLVED ..................................................................... 325 5. DEWEY S FIGHT AGAINST TRADITIONALISTS AND SENTIMENTALISTS .................. 326 6. ANNA CAMP EDWARDS TAKES THE LEAD ................................................... 328 7. JOHN DEWEY COMES TO THE RESCUE ......................................................... 331 8. MARION PIGMAN AND JOHN CHILDS AS TEAMMATES ................................ 333 9. EVELYN DEWEY HAS THE FINAL SAY ............................................................ 336 10. IDEALIZATION AND COLORED INFORMATION AS POLITICS OF HISTORY .............. 339 REFERENCES ........................................................................................... 351 NAME INDEX ........................................................................................ 403
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spellingShingle	Knoll, Michael 1946- Beyond rhetoric new perspectives on John Dewey's pedagogy Dewey, John 1859-1952 (DE-588)118525069 gnd Bildungstheorie (DE-588)4069468-9 gnd Erziehung (DE-588)4015482-8 gnd
subject_GND	(DE-588)118525069 (DE-588)4069468-9 (DE-588)4015482-8
title	Beyond rhetoric new perspectives on John Dewey's pedagogy
title_auth	Beyond rhetoric new perspectives on John Dewey's pedagogy
title_exact_search	Beyond rhetoric new perspectives on John Dewey's pedagogy
title_full	Beyond rhetoric new perspectives on John Dewey's pedagogy Michael Knoll
title_fullStr	Beyond rhetoric new perspectives on John Dewey's pedagogy Michael Knoll
title_full_unstemmed	Beyond rhetoric new perspectives on John Dewey's pedagogy Michael Knoll
title_short	Beyond rhetoric
title_sort	beyond rhetoric new perspectives on john dewey s pedagogy
title_sub	new perspectives on John Dewey's pedagogy
topic	Dewey, John 1859-1952 (DE-588)118525069 gnd Bildungstheorie (DE-588)4069468-9 gnd Erziehung (DE-588)4015482-8 gnd
topic_facet	Dewey, John 1859-1952 Bildungstheorie Erziehung
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work_keys_str_mv	AT knollmichael beyondrhetoricnewperspectivesonjohndeweyspedagogy AT peterlangag beyondrhetoricnewperspectivesonjohndeweyspedagogy

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