000			03196nam a2200445Ii 4500
001			9781787436251
003			UtOrBLW
005			20210303084932.0
006			m o d
007			cr un|||||||||
008			180515s2018 enk ob 001 0 eng d
020			_a9781787436251 (e-book)
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLB875.D5 _bD49 2018
072		7	_aJNA _2bicssc
072		7	_aEDU040000 _2bisacsh
080			_a37.01
082	0	4	_a370.1 _223
245	0	0	_aDewey and education in the 21st century : _bfighting back / _cedited by Ruth Heilbronn, Christine Doddington and Rupert Higham.
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (xix, 228 pages)
500			_aIncludes index.
504			_aIncludes bibliographical references.
520			_aThis book makes a strong case for the abiding relevance of Deweys notion of learning through experience, with a community of others and what this implies for democratic education in the 21st century. Its first section addresses the experience of todays generation of so-called digital natives in terms of how we should now understand knowledge and how their online experience creates opportunities and challenges for the curriculum, such as schools linking internationally to study classical texts; an exposition of why makerspaces, hackerspaces and Fab Labs might support Deweys democratic communities in our time, with on-line affordances of a commons, a space to use imagination and invent and share with others.The books second section is original in its focus on the central Deweyan idea of embodiment with chapters on Dewey and the Alexander technique and on experiences of Afro-American students, in public schools, especially those situated in multi-racial, multi-ethnic countries like the U.S. with deep, racial divides and tensions. The section ends with a chapter on the somaesthetic, educational value of learning outside of buildings.A third section on experience related to democracy and education, has chapters on Dewey and the democratic curriculum, experience as a preparation for democracy, communication and the critique of individualism. Deweys notion of interest is analyzed and questioned as to whether it is a sympathetic notion for educational development. With contributions from Spain, Cameroon, the US and the UK the book ranges across varied curricular and policy contexts to explore what reading Dewey can contribute to contemporary education studies.
588	0		_aPrint version record
650		0	_aEducation _xPhilosophy.
650		0	_aExperiential learning.
600	1	0	_aDewey, John, _d1859-1952.
650		7	_aEducation, Philosophy, Theory & Social Aspects. _2bisacsh
650		7	_aPhilosophy & theory of education. _2bicssc
700	1		_aHeilbronn, Ruth, _eeditor.
700	1		_aDoddington, Christine, _eeditor.
700	1		_aHigham, Rupert, _eeditor.
776			_z9781787436268
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/9781787436251
999			_c30129 _d30129