LEADER 04080nam 22005775 450 001 9910484455703321 005 20240322021205.0 010 $a9789400778474 010 $a9400778473 024 7 $a10.1007/978-94-007-7847-4 035 $a(CKB)3710000000078167 035 $a(EBL)1592436 035 $a(SSID)ssj0001091112 035 $a(PQKBManifestationID)11627739 035 $a(PQKBTitleCode)TC0001091112 035 $a(PQKBWorkID)11025407 035 $a(PQKB)10063043 035 $a(MiAaPQ)EBC1592436 035 $a(DE-He213)978-94-007-7847-4 035 $a(PPN)176130322 035 $a(EXLCZ)993710000000078167 100 $a20131211d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aJohn Dewey $eLiberty and the Pedagogy of Disposition /$fby John Baldacchino 205 $a1st ed. 2014. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014. 215 $a1 online resource (108 p.) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 300 $aDescription based upon print version of record. 311 08$a9789400778467 311 08$a9400778465 320 $aIncludes bibliographical references. 327 $aIntroduction, Gently Roaring.- 1. What?s Deweyan? -- 2. Liberty?s practice -- 3. Open philosophy -- 4. Knower makers -- 5. Growing socially -- 6. Education?s art -- 7. Schooled quandaries -- 8. Learning to be. 330 $aThis book presents John Dewey?s work as a claim to the human potentials found in experience, the imagination and the possibilities that emerge from our disposition towards liberty. It details Dewey?s work as a critical junction marked by the quandary of schooling and culture, and where learning is also positioned beyond the boundaries of educational institutions.  The book first examines Dewey in his various contexts, influences and life experiences, including his relationship with Hegelian philosophy, Emersonian transcendentalism, Darwin?s method of scientific experimentation, and his deep bond with his first wife Alice Chipman and their work in the Laboratory School. It then revisits Dewey?s approach to politics and education within contemporary debates on education, learning and the School. This discussion takes stock of what does a diverse and plural society mean to us today, at a time that remains challenged by the politics of class, race, gender and sexuality. Dewey?s work has a profound bearing on our understanding of these challenges. Thus to read and talk Dewey is to engage with a conversation with Dewey the philosopher who poses an array of questions, ranging from the way we feel (aesthetics), behave (ethics), think (logic), live as a community (politics) and how we learn (education). In addition, the book also takes Dewey?s concept of experimentation into a discussion of unlearning and deschooling through the arts and aesthetics education. Offering a thought-provoking dialogue with Dewey?s philosophy, this book recognizes the contradictory nature of learning and extends it to the open horizons of experience. By way of discussing the various aspects of Dewey?s approach to organization, policy making and the relationship between education and business, it repositions Dewey incontemporary political and educational contexts, exploring the possibility for education to be free and yet rigorous enough to help us engage with forms of knowledge by which we negotiate and understand the world. 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aEducational Philosophy 606 $aPhilosophy of Education 615 0$aEducation$xPhilosophy. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 676 $a370.1 700 $aBaldacchino$b John$4aut$4http://id.loc.gov/vocabulary/relators/aut$01039619 906 $aBOOK 912 $a9910484455703321 996 $aJohn Dewey$92853102 997 $aUNINA