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  1. (1 other version)Democracy and Education.John Dewey - 1916 - Mineola, N.Y.: Dover Publications. Edited by Nicholas Tampio.
    The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...)
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  • (1 other version)The Machiavellian moment: Florentine political thought and the Atlantic republican tradition.John Greville Agard Pocock (ed.) - 1975 - [Princeton, N.J.]: Princeton University Press.
    The Machiavellian Moment is a classic study of the consequences for modern historical and social consciousness of the ideal of the classical republic revived by Machiavelli and other thinkers of Renaissance Italy. J.G.A. Pocock suggests that Machiavelli's prime emphasis was on the moment in which the republic confronts the problem of its own instability in time, and which he calls the "Machiavellian moment." After examining this problem in the thought of Machiavelli, Guicciardini, and Giannotti, Pocock turns to the revival of (...)
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  • The Development of High School Biology: New York City, 1900-1925.Philip Pauly - 1991 - Isis 82 (4):662-688.
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  • Darwinism Comes to America.Ronald L. Numbers - 1999 - Journal of the History of Biology 32 (2):415-417.
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  • Democracy in education.John Dewey - 2008 - In Alexandra Miletta & Maureen McCann Miletta (eds.), Classroom Conversations: A Collection of Classics for Parents and Teachers. The New Press.
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  • Turning Science to Account.John L. Rudolph - 2005 - Isis 96 (3):353-389.
    ABSTRACT In the second decade of the twentieth century a new subject appeared in American high schools, aimed at providing citizens with an understanding of the essential nature of scientific thinking. “General science,” as it was called, was developed and promoted by an emerging class of professional educators who sought to offer a version of science that they believed would both excite public interest and prove useful in the everyday lives of the masses of students streaming into the rapidly expanding (...)
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