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Dewey's philosophy of education: a critique from the perspective of care theory

In Molly Cochran (ed.), The Cambridge Companion to Dewey. New York: Cambridge University Press (2010)

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Political Legitimacy between Substance and Procedure. A Pragmatical Approach.Luis García Valina - 2016 - Revista Latinoamericana de Filosofía Política 5 (1).details The most popular conceptions of democratic legitimacy incur in serious difficulties in dealing consistently with two dimensions of democratic legitimacy which seem to be naturally associated with it: the procedural dimension, associated with the fairness of the decision making process; and the epistemic dimension, associated with the correction of the outputs. In this paper I argue that such tension arises from the adoption of a “veritistic-consequentialist” social epistemology; it is possible to deal with that tension by replacing this problematic epistemological (...) Download Export citation Bookmark
Habits, skills and embodied experiences: a contribution to philosophy of physical education.Øyvind F. Standal & Kenneth Aggerholm - 2016 - Sport, Ethics and Philosophy 10 (3):269-282.details One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The literature on phenomenology of skill acquisition (...) Download Export citation Bookmark 5 citations
John Dewey’s conception of education: Finding common ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.details John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...) Download Export citation Bookmark 1 citation
Deweyan Democracy, Neoliberalism, and Action Research.Luis Sebastián Villacañas de Castro - 2019 - Studies in Philosophy and Education 39 (1):19-36.details This article aims to establish a line of continuity between John Dewey’s democratic and educational ideals and the practice of action research, to justify that the latter affords an adequate means to enact Dewey’s ideals against the destructive challenges that neoliberalism poses to democracy today. This aim involves three ideas that will be developed in three corresponding sections. After the Introduction, the first section analyzes at length the main tenets of Dewey’s thoughts about democracy by emphasizing the role of the (...) Download Export citation Bookmark 1 citation

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