The School and Society and The Child and the Curriculum

Dewey, John; Jackson, Philip W.

doi:10.7208/chicago/9780226112114.001.0001

Cited by 469 publications

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“…Such a dialogue would be in keeping with Dewey's notion of psychologizing (Dewey, 1902(Dewey, /1956). It would get us past the logical, decontextualized study of epistemological or epistemic beliefs, as seen through the eyes of experts or plotted against some ideal model, and on to the consideration of beliefs about knowledge and knowing as they form within the lives of students and teachers both in the classroom and in the broader societal context (Dewey, 1933(Dewey, /1960.…”

Section: Conceptual Claritymentioning

confidence: 87%

“…But this reconstruction means travail of thought. (Dewey, 1902(Dewey, /1990 It is my basic argument that the attempt to carry the topic of epistemology from its roots in philosophy to psychology and onward to educational practice, while laudable, comes at a certain price-a price that is paid in conceptual clarity and focus. Nonetheless, there can be dividends realized for this "travail of thought"; dividends not possible if epistemology remained solely within the philosophical fold.…”

Section: What Is Lost or What Is Gained When Crossing The Philosophicmentioning

confidence: 99%

“…There are relatively few who have attempted this feat in the literature-perhaps for good reason. But Dewey (1886Dewey ( , 1897Dewey ( /1972Dewey ( , 1990) must be credited with forging the bonds between philosophy and the emergent field of psychology. Moreover, Dewey did not shy away from the messiness of the classroom in the study of important psychological phenomena, as did many of his contemporaries such as William James and E. L. Thorndike.…”

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confidence: 98%

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What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)

Alexander

2006

Educ Psychol Rev

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In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students' beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students' epistemic beliefs for educational practice? KEY WORDS: beliefs; epistemology; knowledge.Within popular American culture, individuals occasionally use the catchphrase "What would X say?" or "What would X do?" Their purpose is to place their thoughts or actions or those of others within a specific theoretical, moral, or ethical framework; thereby reflecting on the suitability of those thoughts or actions for the situation at hand. Here I want to borrow from popular culture to situate my response to the Muis et al. (2006) review on the domain generality or domain specificity of epistemic beliefs in a broader philosophical/psychological context. Most who know me would not be particularly surprised that I have chosen John Dewey as my philosophical/psychological anchor for this commentary; hence the title "What

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Section: Conceptual Claritymentioning

confidence: 87%

Section: What Is Lost or What Is Gained When Crossing The Philosophicmentioning

confidence: 99%

mentioning

confidence: 98%

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What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)

Alexander

2006

Educ Psychol Rev

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“…To guard against this, teachers will need access to robust frameworks to guide their decision making. John Dewey's representation of the educative process (Dewey 1902(Dewey /1990) and his understanding of the role of the teacher within that process (Dewey 1938(Dewey /1963 combine to offer one such source of support. Dewey's ideas offer a realistic and practical heuristic that can be applied flexibly and authentically as teachers integrate the more comprehensive Early Childhood Educ J (2008) 36:253-260 257 depiction of DAP into the increasingly complex instructional and curricular demands they face (see Fig.…”

Section: Implications For Classroom Teachingmentioning

confidence: 97%

“…According to Dewey, learning is the result of interactions between the child and the curriculum: he writes, ''the fundamental factors in the educative process are an immature, undeveloped being and certain social aims, meanings, values incarnate in the matured experience of the adult. The educative process is due to an interaction of these forces'' (Dewey 1902(Dewey /1990). …”

Section: Implications For Classroom Teachingmentioning

confidence: 99%

Teaching the Standards is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching

Goldstein

2008

Early Childhood Educ J

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Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states. However, careful examination of the DAP guidelines' definition of culturally appropriate practice reveals a significant sociopolitical dimension that has been obscured by the field's tight focus on the sociocultural dimension. Because standards-based education is an explicit feature of the sociopolitical landscape of U. S. public education, teaching the standards is developmentally appropriate practice. Implementation of this broadened understanding of DAP adds new complexity to early childhood teachers' work. This article offers ideas drawn from Bronfenbrenner, Vygotsky, and Dewey as sources of theoretical support and provides examples of strategic decision making-illustrated with examples drawn from Texas kindergartens-that can assist teachers in managing the curricular and instructional complexities that accompany the broadened understanding of DAP.

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Between theory and data in a Seventh-grade science class

Varelas

1996

J. Res. Sci. Teach.

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A conceptual framework is developed incorporating the dialectic of science (developing theories and collecting and analyzing data) and the dialectic of education (bringing preexisting sociocultural elements to the students and letting the students develop their own understandings). The theory-data dialectic is specified as including both the inductive and deductive directions. Discourse is seen as central to both the activity of science and the educative process, and hence as the bridge between them. In the context of this framework, an empirical study was designed and executed in a seventh-grade science class. This article presents and analyzes data focusing on (a) how teacher and students moved between theory and data in a unit on sinking and floating, designed to engage the students mostly in the deductive direction of scientific activity; and (b) how the dialectic of education was played out in the classroom as teacher and students were engaged in (a). A qualitative, interpretive methodology was used. Some of the complexities that this science class encountered as teacher and students attempted to engage in the deductive mode of scientific activity are presented and discussed.The reform of science education has been in the forefront of attention in recent years enhancing elementary and middle school students' experiences in science has become a national priority. It seems appropriate that efforts dedicated to the improvement of science education take into account recent developments in understanding the sociocultural nature of both science and education. This involves a serious reconceptualization of the foundations of science education. This article examines the problematics of science education in this spirit, theoretically and empirically, focusing on the theory-data dialectic of scientific activity, and the sociocultural elements-individual meanings dialectic of education.The background for the theoretical framework developed in this report is the movement in recent years from a traditional, teacher-directed perspective to a progressive, student-centered one. This movement came as an opposition to the traditional book-and lecture-centered approach that was seen as dominating science education and producing rote learning rather than understanding-and which therefore has been seen as based on a transmission model of education. The student-centered perspective has often taken the form of a hands-on, discovery learning approach which minimizes the role of the teacher and emphasizes the students' development of new understandings through their own hands-on inquiries.

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The School and Society and The Child and the Curriculum

Cited by 469 publications

References 0 publications

What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)

What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)

Teaching the Standards is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching

Between theory and data in a Seventh-grade science class

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