By Lee Benson
This well timed, persuasive, and hopeful e-book reexamines John Dewey's thought of faculties, particularly group faculties, because the most sensible locations to develop a democratic society that's in line with racial, social, and monetary justice. The authors assert that American schools and universities endure a accountability for-and would receive advantages considerably from-working with colleges to boost democratic faculties and groups.
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Additional resources for Dewey's Dream: Universities and Democracies in an Age of Education Reform
We need only note two basic differences: Plato’s worldview was aristocratic and contemplative, whereas Dewey’s was democratic and activist. Despite their many differences, Dewey’s immersion in the dynamic Chicago schooling environment led him to see the great value of the basic ideas Plato had developed in The Republic concerning the relationships between education and society. To summarize Dewey’s views on education after 1894, we quote a leading philosopher of education, Steven M. Cahn. According to Cahn, Dewey believed that philosophy of education was the most significant phase of philosophy.
Excepting in so far as the school is an embryonic yet typical community life, moral training must be . . [severely deficient]. 22 By 1897, when Dewey published “Ethical Principles Underlying Education,” he was deeply engaged in developing an elementary school at the University of Chicago. Though it was designed to aid the work of the Department of Pedagogy, and was therefore partially 24 Dewey’s Dream subsidized by the university, it essentially was a private school founded by Dewey and almost completely controlled by him.
As we have tried to show, the increasing need for “lifelong learning” was one main reason Dewey assigned the school such a highly strategic role in modern society. , “school as social center,” as “community center”) of the twentieth century. Rather than list all of Dewey’s brilliant propositions and predictions, we conclude our analysis of the contributions he made in “The 42 Dewey’s Dream School as Social Centre” by discussing his claim that, properly conceived and organized and conducted, the school has a unique—and uniquely important—capacity: By its very nature, it could produce unlimited Goods of the type necessary for full personal development of all members of the community.