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Related to Deweyan: John Dewey, pragmatism
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Adj.1.Deweyan - of or relating to John Dewey or his philosophy
References in periodicals archive ?
This decree was part of a continuing and drastic change in the long history of the American school curriculum, but was acceptable because it seemed to blend Deweyan child-centered theorizing with the common sense notion that curriculum should meet the individual needs of all students (Kliebard, 1986).
Lortie (1975) concludes that the apprenticeship of observation tends to weaken the effects of teacher education, which typically emphasizes Deweyan progressivism.
Building on a Deweyan argument, these authors argue that much in our existing schools (e.
In a recent article, Robert Talisse argues that those inclined toward Deweyan pragmatism should embrace Rawls's two principles of justice and the justificatory device Rawls uses to defend them ("Why Pragmatists Should Be Rawlsians," Southwest Philosophy Review, 2013).
I think Tooley overstates how much the SABIS model breaks from progressive education because the importance that SABIS places on peer networks in learning and its holistic approach to school discipline share common ground with Deweyan progressivism.
Similarly, ongoing debates regarding civic education call upon the Deweyan assertion that schools, as community fixtures, must teach students 'how to live.
The Deweyan pragmatism: Its implications for intercultural communication.
All three help flesh out a Deweyan account of 'values and valuing' (xxx).
In resounding Deweyan tones, McDonald argued that a progressive school could play a significant role in "the improvement of social order" if it successfully promoted cooperative "learning by doing" (p.
The transactional nature of occupation is also addressed by Dickie, Cutchin and Humphry (2006) who proposed the Deweyan concept of 'transaction' as an alternative perspective for viewing occupation.
There are many helpful definitions in the literature, including those that present a robust framework for developing dispositions grounded in an understanding of how teachers develop advanced abilities (Diez, 2007), put forward an Aristotelian conception of dispositions as virtues (Sockett, 2012), and position dispositions as Deweyan habits of mind (Dottin, 2009).