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100   $a20090320d2009      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aEducation after Dewey$b[electronic resource] /$fPaul Fairfield
210   $aNew York $cContinuum International Pub. Group$d2009
215   $a1 online resource (317 p.)
300   $aDescription based upon print version of record.
311   $a1-4411-4273-8 
311   $a1-4411-4586-9 
320   $aIncludes bibliographical references and index.
327   $aContents; A Note about References; Introduction: An Enigmatic Transition; Part 1: The Educative Process; 1 Beyond Progressivism and Conservatism; 2 Dewey's Copernican Revolution; 3 What Is Called Thinking?; Part 2: Education in the Human Sciences; 4 Teaching Philosophy: The Scholastic and the Thinker; 5 Teaching Religion: Spiritual Training or Indoctrination?; 6 Teaching Ethics: From Moralism to Experimentalism; 7 Teaching Politics: Training for Democratic Citizenship; 8 Teaching History: The Past and the Present; 9 Teaching Literature: Life and Narrative; Index; A; B; C; D; E; F; G; H; I; J
327   $aKL; M; N; O; P; R; S; T; U; W
330   $aThis study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy. Do Martin Heidegger's statements on the nature of thinking compel a re-examination of Dewey's view? Does Hans-Georg Gadamer's philosophy of experience advance beyond Dewey's experimental model? How does a Deweyan view of moral or political education look in light of Hannah Arendt's theory of judgment, or Paulo Freires's theory of dialogical education? Part One of this study looks at Dewey's conceptions of experience and thinking in connec
606   $aEducation$xPhilosophy
606   $aEducation$xAims and objectives
606   $aEducation, Humanistic
615  0$aEducation$xPhilosophy.
615  0$aEducation$xAims and objectives.
615  0$aEducation, Humanistic.
676   $a370.1
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700   $aFairfield$b Paul$f1966-$01108832
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906   $aBOOK
912   $a9910780922203321
996   $aEducation after Dewey$93836868
997   $aUNINA