Dewey's Concept Research Articles

John Dewey's Art as Experience in Korea and Japan

Abstract This article provides a comprehensive overview of John Dewey's impact on education and aesthetics in Korea and Japan. While initially focused on education, the 1990s saw a growing interest in Dewey's aesthetics, with Art as Experience partially translated in 1999. The Korean perspective on Dewey's aesthetics extends mostly to philosophy of education and art education, but there are also efforts to deepen the understanding of Dewey's aesthetics itself. Also, the interdisciplinary impact of Dewey's aesthetics can be found in fields such as design and human-computer interaction. In Japan, Dewey's aesthetics received limited focus in spite of the “Dewey boom” from 1945 to 1970. Studies since the 2010s reconnect Dewey's aesthetics to his social and cultural context, highlighting its relevance to contemporary issues and emphasizing the public nature of Dewey's concept of democracy. The article also traces the historical development of Dewey studies in Japan, acknowledging the pioneering work of Tsurumi Shunsuke, who integrated Dewey's aesthetics into Japan's social fabric. While recognizing the biases and division of understanding in Dewey studies, the article concludes with a description of the renewed interest in Art as Experience in both countries since the 2010s.

초등학교 디지털 기반 교육의 외재성 비판 및 시사점 탐색: 아이들의 흥미는 어디에서 오는가

The purpose of this study is to criticize the problems of digital-based education, which is actively discussed in the elementary school field, and to derive educational implications based on Dewey's concept of ontological interest. As a research method, the core ideas were summarized by analyzing Dewey's primary works and secondary studies with a syntopical reading method. As a result of the study, digital-based education promoted in the field of elementary school had a risk of external goods. As an educational implication for solving this problem, first, digital materials and teaching aids should be used as a medium for realizing educational interest beyond simple curiosity or impulse. Second, in the case of digital textbooks, it should be used as a place for the development of intellectual thinking through inquiry based on intrinsic interest. Third, regarding the use of digital platforms, it was discussed that the original purpose of education can only be realized by utilizing ontological interests in virtual and real spaces. Digital education in elementary schools will be established as an education that can develop the power to continue to grow when efforts and thinking are integrated based on the ontological interests of children.

Expanding Pragmatism with Symbolic Interactionism: Recounting the Story of Two Frameworks

Abstract This article describes the story of pragmatism and its transformation into symbolic interactionism at Carnegie Mellon University and Aalto University. In both universities, design researchers were interested in user experience in interactive systems. John Dewey's pragmatism taught them to study how experience sometimes transforms into an experience and occasionally into stories. Herbert Blumer's interactionism had its roots in Chicago School sociology, and it developed in association with pragmatism. His interactionism gave these researchers tools to study Dewey's concepts empirically. We show in the article how this theoretical connection came about after 2000 and how it has shaped research programs in these two communities since then. We also discuss the relevance of pragmatism and interactionism in our current technological landscape, dominated by social media and artificial intelligence.

An Evaluation of the Implementation of the ‘Functionality’ Aspect in Nigeria’s Education System

This essay answers one of my questions under my Ph.D. Research topic "A Critique of Nigeria's Basic Education in the Light of John Dewey's Concept of Education for Functionality." The study identified Four Research Questions, out of which this one also emerged: "What are the challenges faced in the implementation of educational policies in Nigeria for the purpose of attaining educational functionality?" In carrying out this research, the study discovered that Nigeria's education system is enmeshed in a series of challenges. These challenges become more domineering when a specific focus is placed on education for functionality. The research discovered these problems as the major setbacks to Nigeria's possibility of attaining education for functionality: 
 
 Poor Method of Assessment of Students' Performance, 
 Inadequate Teaching and Learning Process, 
 Lack of sufficient Teacher Training in Functionality, 
 Inadequate Qualified Teachers, 
 General lack of Motivation for technically viable Fields of Studies,
 Government's poor commitment to the provision of learning equipment, among many others.

The model of formation of cognitive independence of students when using electronic textbooks in teaching

Main problem: the article is devoted to the description of the model of formation of cognitive independence of students, based on the use of electronic textbooks in teaching. The most important pedagogical, methodological aspects that the proposed model should reflect are described in detail. The problem under study depends entirely on the construction and implementation of a model of the pedagogical process based on the use of electronic textbooks, as well as on the construction and implementation of a model for the formation of cognitive independence of students. Based on the considered models, the strategy of the teacher's activity in teaching students through the use of electronic textbooks is determined, which most favorably and effectively affects the formation of cognitive independence in students. Purpose: to describe the technologies of constructing a model for the formation of cognitive independence of students through the use of electronic textbooks and its practical application in the educational process on the basis of the proposed strategy of the teacher's activity. Methods: the methods of analysis, synthesis and deduction were used in the article. The analysis of John Dewey's didactic concept and the requirements and principles of constructing a model of the pedagogical process formed on its basis was carried out on the basis of a descriptive and analytical method. Results and their significance: the practical result of the models proposed by the author is a set of organizational and pedagogical conditions, the observance of which contributes to the more intensive development of students' cognitive independence in the learning process through the use of electronic textbooks. The model proposed by the author will contribute to a more effective formation of students' cognitive independence in the process of acquiring knowledge through the use of electronic textbooks.

예비교사의 교육실습 경험에 대한 반성과 과제

Purpose: The purpose of this study was to reflect on the teaching practicum experiences of Koreanpre-service teachers in light of Dewey's concept of an experience, and present tasks for the developmentof teaching practicum experiences in the future.
 Methods: In order to achieve the research purpose, a review of previous studies dealing with theeducational practicum experiences of pre-service teachers was conducted, and the findings were thenanalyzed the concept of ‘an experience’ in Dewey's empirical theory. Through the synthesis the experiencesof the pre-service teachers were reflected upon and tasks were concidered for them.
 Results: When considering Dewey's concept of an experience, it was reflected that the educationpracticum experience of Korean pre-service teachers was very fragmented, passive, and incomplete. As a result, three tasks were presented for the pre-service teacher's education practicum experienceto become an experience : 1) Reorganizing the curriculum so that pre-service teachers can integratetheir self and reality based on the continuity of experience, 2) Securing education practicum time sothat incomplete experiences can fully become a complete an experience 3) Transitioning from tutor-centered education to an inquiry-oriented education practicum so that the experience of pre-serviceteachers can become an intellectual experience through active, intellectual, and creative thinking.
 Conclusion: This study revealed the meaning of the experience that pre-service teachers should performand presented tasks for it. This study is meaningful in that it attempted a theoretical approach, unlikephenomenological studies that analyzed pre-service teachers' educational practicum experiences.

Dewey의 ‘하나의 경험’에 기초한 사례기반학습의 교수전략 탐색

Objectives In this study, in order to overcome the difficulties learners experience in the case-based learning process, an effective teaching strategy was explored based on Dewey's concept and philosophy of ‘an experience’.
 Methods First, the difficulties learners experience in a CBL curriculum were traced through in-depth interviews and participation observations. Second, in light of Dewey's concept of ‘an experience’, the learning experiences required for effective CBL were identified according to six types. Finally, based on one type of experiential teaching strategy and the main points of each type of teaching strategy, the teaching strategy of case-based learning was explored.
 Results An experience teaching strategy for effective case-based learning was presented in six types according to the characteristics of ‘an experience’. To reduce the difficulties experienced by learners of CBL and to enable effective CBL by linking acquired knowledge and theory to practice, teaching strategies for CBL and specific guidelines based on Dewey's ‘an experience’ were drawn.
 Conclusions Based on a comprehensive understanding and practical approach that integrates theory and practice for CBL, this study provides implications for how a teacher utilizing CBL can facilitate effective learning in light of ‘an experience’.

“Bodyheartminding” (xin 心): Reconceiving the Inner Self and the Outer World in the Language of Holographic Focus and Field

“Bodyheartminding” (<i>xin</i> 心): Reconceiving the Inner Self and the Outer World in the Language of Holographic Focus and Field

Radical Democracy and Sacred Values: John Dewey's Ethical Democracy, Sheldon Wolin's Fugitive Democracy and Politics of Tending, and Cornel West's Revolutionary Christianity

Radical Democracy and Sacred Values: John Dewey's Ethical Democracy, Sheldon Wolin's Fugitive Democracy and Politics of Tending, and Cornel West's Revolutionary Christianity

Post-Corona Era, the Need to Change the Principles of Educational Policy-Making: Focusing on Dewey's Concept of ‘Appreciation’ and ‘Qualitative Deliberation

Post-Corona Era, the Need to Change the Principles of Educational Policy-Making: Focusing on Dewey's Concept of ‘Appreciation’ and ‘Qualitative Deliberation

Dialogical and situated accountability to the public. The reporting of nuclear incidents

PurposeThe paper aims to investigate how far the pragmatist concept of inquiry (Dewey, 1916, 1938) makes it possible to develop a processual and relational approach to accountability, moving the focus away from a representational conception of truth and subjectivist/individualist views on meaning-making, toward collective exploration and understanding of an issue by stakeholders with the aim of transforming social practices. The paper studies an accountability process in action, namely nuclear incident reporting, and its role in the construction of a community of inquiry investigating nuclear safety.Design/methodology/approachThis research opts for a case study methodology including 36 in-depth interviews, field observation and document analyses. The data are drawn from a three-year field study of a “Local Information Commission”, a body set up to represent the public living near a nuclear site.FindingsThe object of accountability needs to be constructed through a joint exploratory inquiry by accountors and accountees into reports of incidents as originally presented, to advance their understanding and capacity for action.Research limitations/implicationsIt will be important to test this processual and relational approach to accountability in other types of situation, involving different governance issues than nuclear safety.Practical implicationsTo turn theoretical stakeholders such as the public into real stakeholders (e.g. in the studied case, active participants in safety inquiries), specific social and managerial conditions must be fulfilled (concerning time, resources, commitment to open, taboo-free dialogue and legitimacy).Originality/valueThe paper argues that Dewey's concept of inquiry makes a valuable contribution to the processual and dialogical view of accountability.

O ensino de ciências na EJA e a aplicação de uma proposta de metodologia ativa

O Ensino de Ciências em turmas de Educação de Jovens e Adultos(EJA) tem em geral uma realidade muito diversa em relação às outras turmas em razão da significativa adversidade de contexto sociocultural dos alunos em relação aos objetos de ensino, diante da perspectiva de quem ensina e de quem aprende. O objetivo desse trabalho foi aplicar uma proposta de metodologia ativa, em uma turma de EJA de um colégio de um município do estado do Rio de Janeiro. Este trabalho traz uma contribuição à melhoria do ensino e aprendizagem na EJA, além de promover a participação dos alunos nesse processo, a partir da pesquisa realizada por um professor sobre a adoção de uma metodologia que se aproxima da concepção de Dewey de aplicação de métodos ativos de “aprender fazendo”. O cenário da pesquisa foi a sala de aula de uma turma do 90 ano do Colégio. O percurso metodológico foi constituído das seguintes etapas: planejamento das aulas, as sequências didáticas, as ferramentas didáticas; execução da proposta metodológica; metodologia de avaliação da aprendizagem. Os resultados obtidos sinalizaram uma prática docente que permitiu a propensão dos alunos a ação, de forma a vivenciarem o que estava sendo ensinado possibilitando dessa forma uma melhoria da aprendizagem.

John Dewey

Examina-se a concepção de democracia de John Dewey em relação à sua perspectiva de sociedade e escola em Democracia e educação. Postula-se que o autor respondia aos problemas humanos decorrentes da industrialização, urbanização, imigração, do progresso científico e tecnológico que marcaram a sociedade burguesa, em especial os Estados Unidos da América, nas décadas finais do século XIX e iniciais do século XX. Para Dewey, a escola cumpria papel importante na formação e influia no desenvolvimento de atitudes intelectuais de iniciativa, capacidade de reflexão, espírito livre e responsabilidade social. Enfim, para o autor, tais atitudes favoreceriam maior intercâmbio e comunicação que contribuíram para a promoção da democracia.

KONSEP MERDEKA BELAJAR PENDIDIKAN INDONESIA DALAM PERSPEKTIF FILSAFAT PROGRESIVISME

Tujuan penelitian ini mendeskripsikan fenomena terkait dengan kebutuhan pendidikan Indonesia dalam menghadapi tantangan abad ke-21. Hal yang utama dalam artikel ini adalah konsep filsafat progresivisme John Dewey yang di integrasikan dengan konsep pendidikan Indonesia. Dalam penelitian ini menggunakan Library research untuk mengeksplore konsep-konsep yang relevan. Adapun pendekatan penelitian yang digunakan adalah kualitatif dengan metode deskriptif, tujuannya melakukan pengamatan terhadap fenomena pendidikan di Indonesia. Hasil penelitian menunjukkan sistem pendidikan Indonesia yang saat ini dikonsepkan oleh Mendikbud (Nadiem Makarim) merujuk pada konsep pemikiran filsafat progresivisme John Dewey. Hal yang utama dalam konsep tersebut menekankan bahwa manusia harus mengikuti perkembangan zaman begitu juga sistem pendidikan. Hal ini sejalan dengan konsep live long education. Aspek lainnya adalah pentingnya pengembangan skill dan performance karakter. Pengembangan karakter menjadi penting untuk menyeimbangkan antara kemampuan intelegensi dan karakter. Disamping karakter, pendidikan harus mampu mengembangkan pemikiran kritis dan kreatif, sehingga dapat menemukan hal-hal baru dan mampu menghasilkan lulusan dengan memiliki jiwa entrepreneurship yang mampu mengelola negara dan segenap potensinya. Dengan adanya penelitian ini menjadi langkah awal bagi para peneliti dan praktisi dibidang pendidikan untuk mengembangkan konsep pendidikan Indonesia yang berlandaskan pada konsep-konsep pendidikan yang sesuai dengan kondisi zaman dan tantangan saat ini.

The pebble in the shoe: Gods on the run, the public, and the politics of life on the Nayarit coast, Mexico

Abstract This article aims to describe and analyse the emergence and constitution of the public in the coastal town of San Blas, Nayarit, Mexico. Based on Ranciere's notion of politics, Dewey's concept of the public, and relational approaches to ontology, we draw on ethnographic, archival and interview research to follow the tracks of human and non-human actors laying competing claims on a site considered to have different characteristics within different ontologies. We show how the worlds of progress that potentially link the site to real estate profits, tourism and fisheries development enter into conflict with those of Wixaritari and Nayeeri Indigenous peoples defending an alliance between nature and spirituality. Enacted in and through the same as their opponents' materiality, Indigenous renderings of the conflict work as a pebble in the shoe for traditional politics. In particular, we focus on the way in which the site -and its entities-becomes public and political as it gradually surrounds itself with an ontologically heterogeneous audience, and how this is dealt with in practice. We argue that, as an effect, the notion of ‘the political’ changes to encompass not only a politics of who, but also a politics of what –of life itself. We conclude that the public emerges from, and is constituted by, ontological difference.

Toward Weaving a “Common Faith” in the Age of Climate Change

Purpose:First, the article offers a critical examination of the Deweyan conception of “common faith” in the context of climate change. Second, the article explores the conceptual linkages among the Confucian conception of the human–nature unity, the Buddhist doctrine of “no-self,” and the Deweyan conception of common faith. Third, the article proposes a transformative pedagogical praxis that welcomes and embraces the pursuit of the intra- and intergenerational justice in this Anthropocene Age of climate change.Design/Approach/Methods:This study is based on a philosophical inquiry into interrelated issues concerning the cultivation of common faith in the age of climate change.Findings:The Confucian conception of a human–nature unity, the Buddhist doctrine of “no-self,” and the Deweyan “common faith,” collectively in recognition of a coterminous coexistence of humans and the universe, can shed light on the development of a transformative climate pedagogy. Further, embracing a dialogical pluriversality, recognizing human fallibility, can cultivate a shared agency and ecological identity.Originality/Value:Grounded in the coterminous coexistence of humans and the universe, the conceptual linkages among the Confucian conception of the unity of humans and nature, the Buddhist doctrine of “no-self,” and the Deweyan common faith reveal the possibility of cross-cultural collaboration for our interdependent future.

Lýðræðisleg hæfni fyrir lýðræðislega menningu

Frá því á áttunda áratugnum hefur lýðræðisleg borgaravitund verið markmið íslensks menntakerfis og viðfangsefni Sigrúnar Aðalbjarnardóttur í kennslu og rannsóknum. Á síðustu áratugum hefur orðið vitundarvakning um þessi málefni. Í nýlegu riti Evrópuráðsins, Competences for Democratic Culture, er sett fram líkan með 20 ólíkum tegundum af hæfni sem lýðræðisleg borgaravitund krefst, þar sem hæfnin er ýmist (i) gildi, (ii) viðhorf, (iii) færni eða (iv) þekking og skilningur (Council of Europe, 2016). Líkan Evrópuráðsins er gagnrýnt og lögð til sú skilgreining á lýðræðislegri hæfni að hún sé samþætt úr gildum, viðhorfum, færni og þekkingu. Þessi skilningur er settur í samhengi við rannsóknir Sigrúnar á borgaravitund í lýðræðisþjóðfélagi. Í riti Evrópuráðsins er lýðræðisleg hæfni ekki sett í samhengi við ólíkar kenningar um lýðræði og því er ekki alltaf ljóst hvað geri hæfni lýðræðislega. Í greininni er þrenns konar kenningum um lýðræði lýst og skilgreindar eru sjö tegundir lýðræðislegrar hæfni sem byggjast á hugmyndum um lýðræði í anda Johns Dewey.

Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience

The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans-Georg Gadamer. Their conceptualisation challenges the idea of learning as a linear and controllable process that results in stable and predictable outcomes. Using the concept of experience, we argue that learning follows a continuous circular movement where previous experiences condition future interpretations and that every experience changes the subject. This process of change is both unpredictable and diverse and requires that attention is paid to the uniqueness of each situation and to students as subjects. Following the discussion, we propose a model for considering the extensiveness and rigidity of formative assessment practices and that authors pay attention to whether they conceptualise formative assessment in a way that promotes student and teacher “gap closing” and control.

Educating democracy: Competences for a democratic culture

The focus within the European tradition of democratic education has increasingly been on personal traits or character traits, values, and skills, rather than on broad structural features or systemic issues. This is reflected in a recent publication by the Council of Europe titled Competences for Democratic Culture: Living Together as Equals in Culturally Diverse Democratic Societies. In that publication relevant character traits are grouped under the heading ‘competences for democratic culture’. We scrutinize the notion of ‘democratic competences’ which is developed in the publication and suggest a different one. The Council of Europe presents a model with 20 competences, each of which falls into one of four categories: (1) a value, (2) an attitude, (3) a skill, or (4) knowledge and understanding. We suggest a notion of competences where a competence is conceived of as a complex construct composed of elements from all these categories. We then describe seven democratic competences, grounded in a Deweyan conception of democracy, which we think are both central to a democratic culture while also educationally relevant and manageable.

Using Dewey's Conception of Democracy to Problematize the Notion of Disability in Public Education

In this paper I examine ways in which students with disabilities have the capacity to be full, contributing citizens within a participatory, communicative, and pluralistic democracy. In many instances, institutions such as schools provide barriers that disallow and dissuade students with disabilities from full participation in society and their education, which prevents them from becoming co-creators of their educational experience. I argue that in a Deweyan democracy, all students must have not just the right, but be allowed to grow in their capacity to develop into fully participating, contributing citizens. My hope is that by situating disability and special education within the Deweyan democratic discourse it will be possible to render that discourse more genuinely inclusive of all students, so that the needs of all are met and the unique contributions of each become a part of the educational process.