Dewey and European Education: General Problems and Case by Jürgen Oelkers, Heinz Rhyn

By Jürgen Oelkers, Heinz Rhyn

Although John Dewey's principles were of significant curiosity in Anglo-Saxon philosophy and historical past of schooling, it is just lately that related curiosity has built in continental Europe.
Deweyan philosophy of schooling has needed to go through nationwide filters, which intended that it used to be obtained in nationwide contexts of reform. The `German Dewey' was once otherwise construed to the French, Italian, or English Dewey. This turns out to alter after 1989 (and the autumn of socialist schooling) whilst curiosity in Dewey elevated. the hot political and philosophical curiosity in Dewey has to do with the lost substitute `socialism', and therefore with the outlet of jap Europe and the recent difficulties of schooling inside of a world group.
This quantity stresses issues. the unique curiosity of ecu schooling in Dewey could be awarded in case reports, pertaining to diverse nationwide contexts and therefore diverse Dewey's. What could be known as the renewal of curiosity may be argued from various facets. it's our goal to teach that trendy curiosity in Dewey isn't the remake of the reception in the varied camps of revolutionary schooling.
This quantity should be of curiosity to philosophers of schooling, historians of schooling, and other people engaged within the philosophy, historical past and the reception of Dewey.

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Dewey and European Education: General Problems and Case Studies

Even if John Dewey's principles were of important curiosity in Anglo-Saxon philosophy and historical past of schooling, it is just lately that comparable curiosity has built in continental Europe. Deweyan philosophy of schooling has needed to go through nationwide filters, which intended that it used to be obtained in nationwide contexts of reform.

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Wielenga argues that intermediary goals must be first reached. These "limited goals" thus serve as means by which to attain the final goal. "A route is defined not only by the starting and terminal points," so Wielenga argues, "but also by the possibilities offered by the terrain which lies between. Thus the factual, psychological, social, CONTEXT AND INTERACTION 29 and other circumstances of the 'terrain' playa large role in helping to define the course of action of the school" (Wielenga, 1953b, p.

Have played an important part in the evolution of modern ideas on infant education in this country. (p. 40) But in this quotation, note the limitation, 'on infant education'. Innovatory ideas on education were acceptable for children under age 7, and possibly tolerable up to age 11, but for serious learning, a different matter. Looking for explicit references to Dewey is not a wholly adequate means of identifying the philosopher's influence, for it fails to take account of what is probably more important, his indirect influence.

Erneuter Versuch, ein erstaun1iches Phanomen zu verstehen', Zeitschrift fur Piidagogik 40, 585-604. ), Guide to the Works of John Dewey, Southern Illinois University Press, Carbondale and Edwardsville. Tyack, D. : 1995, Tinkering Toward Utopia. A Century of Public School Reform, Harvard University Press, Cambridge. : 1990, 'Die Reformpadagogik. Modernisierung der Erziehung oder Weg aus der ModerneT, ZeitschriJt fur Pddagogik 36, 893-918. : 1968, Veranderingen in het Onderwijs, Wolters Noordhoff, Groningen.

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