Misreading Dewey
Reform, Projects, and the Language Game
Bibliographic Data
| ID | 9732504 |
|---|---|
| Authors | Richard S Prawat (Michigan State University, 449 Erickson Hall, East Lansing, MI 48824-1034. His areas of specialization are motivation, and teaching and learning for understanding, corresponding author) |
| Year | 1995 |
| Volume | 24 |
| Issue | 7 |
| Pages | 13-22 |
| Publication date | 1995-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x024007013 |
| OpenAlex | W2141222026 |
| Language | EN |
| Citations received | 18 |
| References cited | 31 |
Two serious misunderstandings of Dewey's pedagogical and philosophical views are discussed. The first, the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning, relates to how Dewey thought about the role of experience in knowledge acquisition. The second misunderstanding relates to Dewey's stance on language. Viewing Dewey as an early supporter of the postmodernist linguistic turn in philosophy heralded by Rorty and others (i.e., that all knowledge is essentially linguistic) downplays Dewey's unique ontological solution to the mind/world dilemma. This article focuses on the practical and theoretical consequences that follow from accepting these two erroneous interpretations of Dewey
Dilemma · Epistemology · Higher education · Language-game · Linguistic turn · Linguistics · Ordinary language philosophy · Philosophy of education · Sociology · Supporter · Western philosophy · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Philosophy · Pragmatism in Philosophy and Education · Psychology · Reflective Practices in Education
Cognitive Theory at the Crossroads
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Conceptualization for intended action
Group Morality and Forms of Life
A Sense of Connection
John Dewey & psychologizing the subject-matter
The Problems with the Future
Problematizing Dewey's Views of Problem Solving
The Unity of the Activity
Ideas and Their Objects
Total Quality Management meets whole language reform
Questions in Time
Constructivism
Problem Solving as a Basis for Reform in Curriculum and Instruction
Current Self-Regulation Views of Learning and Motivation Viewed Through a Deweyan Lens
Dewey, Peirce, and the Learning Paradox
Professing Passion
Learning From Distributed Theories of Intelligence
Logic, the theory of inquiry
The quest for certainty
The cycles of American history
Experience and nature.
The developmental psychology of Jean Piaget.
Essays on Heidegger and Others
Herder
The Struggle for the American Curriculum
Post-Analytic Philosophy
The Transformation of the school
Albert Einstein
John Dewey
The Value of Ideas
The Value of Ideas
Realism, Deweyan Pragmatism, and Educational Research
William James
Motivating Project-Based Learning
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Situated Cognition and the Culture of Learning
Reforming Again, Again, and Again
| Unique citing works | 18 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 1996 - 2024 (29) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 17 |