By Clay Baulch, Nichole E. Bourgeois Ed.D, Peter Hlebowitsh, Raymond A. Horn Jr., Karen Embry-Jenlink, Patrick M. Jenlink, Visit Amazon's Timothy B. Jones Page, search results, Learn about Author Central, Timothy B. Jones, , Andrew Kaplan, Jarod Lambert, Joh
Dewey's Democracy and schooling Revisited makes a speciality of democratic schools/democratic schooling and the paintings of instructor and chief practitioners within the new millennium, bearing in mind the advanced and dynamic nature of getting ready leaders for altering roles in colleges amidst the demanding situations of criteria and responsibility, the No baby Left at the back of Act, licensure/certification concerns, expanding variety, problems with social justice, transferring demographics, and the myriad of social matters that make democratic management invaluable. The booklet offers a set of latest discourses that think again the connection of democracy as a political ideology and American perfect (i.e., Dewey's progressivist principles) and schooling because the beginning of getting ready democratic electorate in America.Jenlink takes the reader right into a reflective and important exam of Dewey's principles on democratic schooling, set forth within the vintage philosophy textual content, Democracy and schooling. each one bankruptcy attracts the reader right into a dialogue of the salient and proper issues Dewey argued, and juxtaposes Dewey's issues with the problems difficult educators at the present time, specifically concentrating on the problem of fostering democratic schooling and management for America's faculties.
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Additional info for Dewey's Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership
Enabling] them to recognize and choose among the options presented to them,” which enables the leader, teacher, and student “to comprehend their society’s professed ideals: freedom, equality, regard for the individual” (290). Fundamental to the ideals and ends of democracy, practice that is democratic focuses on distinguishing and dignifying the 42 / Patrick M. Jenlink democratic way of life, ingraining leadership and learning experience with “conceptions of what ought to be” (Greene, 1973, 290, emphasis in original), premised on the norms of democracy—norms defined, as Dewey (1916a) argued, by the people of democracy.
Part I—Introduction / 17 In Democracy and Education, Dewey (1916) identified the “widening of the area of shared concerns, and the liberation of greater diversity of personal capacities” (87) as hallmarks of democracy. He noted that only after “greater individualization on one hand, and a broader community of interest on the other have come into existence” (87), could these characteristics be sustained by voluntary disposition and interest, which must be made possible by means of education. While Dewey’s ideas of democracy and education were not realized during his lifetime and were often the focus of criticism during the progressive era, nonetheless, the role of education in a democratic society has been a constant and central element of education discourse.
Leadership as a medium of communicative action reflects Dewey’s belief that all genuinely social acts are communicative, and all communication is educative: “To be a recipient of a communication is to have an enlarged and changed experience” (1916a, 5). Educational leadership, like community and democracy, is processual, and therein relies on communal activity. Like community, leadership practice requires a constant adjustment of individuals to each other, and of social institutions and arrangements to continuing efforts to be inclusive of the interests of all.