By Jürgen Oelkers, Heinz Rhyn
Although John Dewey's principles were of critical curiosity in Anglo-Saxon philosophy and heritage of schooling, it's only lately that related curiosity has built in continental Europe.
Deweyan philosophy of schooling has needed to go through nationwide filters, which intended that it used to be obtained in nationwide contexts of reform. The `German Dewey' used to be in a different way construed to the French, Italian, or English Dewey. This turns out to alter after 1989 (and the autumn of socialist schooling) whilst curiosity in Dewey elevated. the hot political and philosophical curiosity in Dewey has to do with the lost substitute `socialism', and therefore with the outlet of japanese Europe and the hot difficulties of schooling inside of a global neighborhood.
This quantity stresses issues. the unique curiosity of ecu schooling in Dewey could be provided in case experiences, bearing on diverse nationwide contexts and therefore diversified Dewey's. What will be referred to as the renewal of curiosity may be argued from assorted facets. it's our goal to teach that brand new curiosity in Dewey isn't the remake of the reception in the diversified camps of innovative schooling.
This quantity may be of curiosity to philosophers of schooling, historians of schooling, and other people engaged within the philosophy, background and the reception of Dewey.
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Additional info for Dewey and European Education: General Problems and Case Studies
250). He has never retracted this view as we can find it for instance in the fourth edition of the brochure published in 1967, and in an article entitled "Dewey's philosophy of education" from 1973/74. , p. 248) as it still manifests a shortage with respect to building up a consistent, harmonious and elaborated educational structure. E. Hocking. c. 7, MacmillanfThe Free Press, New York. J. : 1987, 'De invloed van John Dewey op de Nederlandse pedagogiek', Pedagogische Verhandelingen 10, 324-355.
Groningen. , Groningen. : 1993, 'Dewey in Deutschland - ein MiBverstandnis', in J. ), Demokratie und Erziehung, Beltz, WeinheimIBasel. : 1982, 'John Dewey's Influence on Education Around the World', Teachers Cullege Record 83,401-418. : 1916, 'Ligthart in het Buitenland', in R. ), Jan Ligthart Herdacht, J. P1oegsma, Zwolle. : 1998, 'Dewey is a Philistine and Other Grave Misreadings', Oxford Review of Education 24, 513-520. : 1929, Inleiding tot de Werken van Prof Dr. B. Wolters, GroningenlDen Haag/Batavia.
The first of its reports in 1926, on The Education of the Adolescent, contains no explicit reference to Dewey. The Committee's second report in 1931, on The Primary School, marks the beginning of acceptance of Dewey's ideas by the educational establishment; for, though the Report makes only passing reference to him by name, its recommendations clearly have close affinities to Dewey's thinking. For example, it contrasts 'traditional' education with 'the real business of life' which 'was picked up by a child in unregulated play, in casual intercourse with contemporaries and elders, and by a gradual apprenticeship to the discipline of the house, the farm and the workshop' (p.