"John Dewey and "A Paradox of Size
Democratic Faith at the Limits of Experience
Bibliographic Data
| ID | 11366609 |
|---|---|
| Authors | Aaron Schutz (corresponding author) |
| Year | 2001 |
| Volume | 109 |
| Issue | 3 |
| Pages | 287-319 |
| Publication date | 2001-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/444273 |
| OpenAlex | W2077121210 |
| Language | EN |
| Citations received | 4 |
| References cited | 8 |
Dewey hoped that democratic schools could teach students how they might transform their society. In part because of Dewey's enormous influence, many contemporary educational scholars promote similar democratic visions. This article argues, however, that it is unlikely that the particular practices of collaborative engagement that Dewey championed could ever direct such broad efforts of social change. Many of our most cherished visions of democratic education, then, may mislead us about the kind of strategies that will be most effective for resistance and collective action on a broad scale, especially given our increasingly complex and interconnected global society
Action (physics · Collective action · Democracy · Democratic Education · Environmental ethics · Epistemology · Faith · Higher education · Philosophy of education · Political science · Politics · Resistance (ecology · Social science · Sociology · Vision · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · Law · Philosophy · Pragmatism in Philosophy and Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2006 - 2010 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |