By Lee Benson
This well timed, persuasive, and hopeful ebook reexamines John Dewey's suggestion of colleges, in particular group faculties, because the most sensible areas to develop a democratic society that's according to racial, social, and financial justice. The authors assert that American faculties and universities undergo a accountability for-and would get advantages considerably from-working with colleges to improve democratic faculties and groups.
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Additional info for Dewey's Dream: Universities and Democracies in an Age of Education Reform
Again, we cannot overlook the importance for educational purposes of the close and immediate acquaintance got with nature at first hand, with real things and materials, with the actual processes of their manipulation, and the knowledge of their social necessities and uses. 24 Unfortunately, in organizing and developing his Laboratory School, Dewey failed to make good use of his brilliant, radically antiidealist, real-world household and community problem-solving analysis of the educational benefits inherent in the informal, natural learning systems of preindustrial societies.
The meaning of this phrase, “preparation for citizenship,” shows precisely what I have in mind by the difference between the school as an isolated thing related to the state alone, and the school as a thoroughly socialized affair in contact at all points with the flow of community life. . 40 Moreover, the concept of citizenship itself was expanding greatly, Dewey observed. As “industrial and commercial changes and adjustments”41 produced a much more interactive, complex society, 36 Dewey’s Dream the isolation between state and society, between the government and the institutions of family, business life, etc.
At any rate, the opening paragraph of his address indicates this dramatic shift in his thinking. According to the character of my invitation to speak to you, I shall confine myself to the philosophy of the school as a social centre. I accept the invitation with pleasure, but at the same time I do not feel that the philosophical aspect of the matter is the urgent or important one. The pressing thing, the significant thing, is really to make the school a social centre; that is a matter of practice, not of theory [emphasis added].