This volume aims to reveal how Dewey’s notion of the religious—understood as faith in the human relational condition—offers a way to think differently about the aims and purposes of education. After exploring the effects of neoliberal conceptions of schooling against broader democratic forms of education, this book suggests that Dewey’s vision of the "teacher-as-prophet" is a useful model for positioning teachers as agents of social change. By catalysing the religious work of schools—understood not as teaching religion, but as a process of social unification—the Deweyan teacher-as-prophet can stimulate experimentation towards a democratic ideal of schooling.

John Dewey was an American psychologist, philosopher, educator, social critic, and political activist. John Dewey: Science for a Changing World addresses Dewey's contemporary relevance; his life and intellectual trajectory; his basic philosophical ideas, with an emphasis on his philosophy of nature; and his educational theory, which has often been misunderstood. In addition, Dewey's pragmatism and pragmatist ethics are discussed, as are some of the criticisms that can be directed at them. Throughout the book, Dewey's ideas are related to the general history of ideas, but there is also a constant focus on how Dewey may assist us in solving some of the problems that face us in a so-called postmodern era. This book is the first to offer an interpretation of John Dewey's works with particular emphasis on his contribution to psychology. John Dewey distinguished himself by combining a culturalist approach to human life with a naturalistic one. He was an avowed naturalist and follower of Darwin, and Brinkmann shows how his non-reductionist, naturalist psychology can serve as a much-needed correction to contemporary forms of "evolutionary psychology." Dewey's psychology, however, is not an isolated element in his thinking as a whole, so the author also provides an introduction to the philosophical, ethical, and educational ideas that go hand-in-hand with his psychology. In the past couple of decades, there has been a renaissance of pragmatist ideas in philosophy, political theory, and education. Scholars are returning to the writings of William James, Charles Peirce, George Herbert Mead, and John Dewey. This book continues the fine tradition of Transaction's History and Theory of Psychology series.

This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University – a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was “democracy, education, and the moral life” – a title reflecting Villemain’s lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the purpose of education was to develop democratic ci- zens, citizens infused with the spirit of democracy and the capacity to think and act intelligently within democratic settings. Of course, for Dewey, democracy was not to be conceived of as merely a political form of government, but as a shared form of social life, one that was inclusive rather than exclusive and one that was capable of adapting to the changing features of contemporary social and political reality. Francis T. Villemain’s appreciation for the intersections of the values of dem- racy, education, and the moral life was heightened by his doctoral work at Teachers College, Columbia University in the 1950s – where Dewey’s legacy remained a powerful one. But it also continued during his career at Southern Illinois University where he collaborated in compiling and editing the collected works of John Dewey.

"Books for New Testament study ... [By] Clyde Weber Votaw" v. 26, p. 271-320; v. 37, p. 289-352.

Pragmatism, as Richard Rorty has said, "names the chief glory of our country's intellectual tradition." In Democratic Hope, Robert B. Westbrook examines the varieties of classical pragmatist thought in the work of John Dewey, William James, and Charles Peirce, testing in good pragmatic fashion the truth of propositions by their consequences in experience. Westbrook also attends to the recent revival of pragmatism by Rorty, Cheryl Misak, Richard Posner, Hilary Putnam, Cornel West, and others and to pragmatist strains in contemporary American political thinking. Westbrook's aims are both historical and political: to ensure that the genealogy of pragmatism is an honest one and to argue for a hopeful vision of deliberative democracy underwritten by a pragmatist epistemology and ethics.

Gives teachers new skills in order to become master teachers. included are techniques for classroom management, communication, and relevancy

Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of liberal democracy, while remaining hospitable to a diversity of conduct and belief that sometimes threatens those very ideals. Creating Citizens addresses this crucial problem. In lucid and elegant prose, Professor Callan, one of the world's foremost philosophers of education, identifies both the principal ends of civic education, and the rights that limit their political pursuit. This timely new study sheds light on some of the most divisive educational controversies, such as state sponsorship and regulation of denominational schooling, as well as the role of non-denominational schools in the moral and political development of children. Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series will contain works of outstanding quality with no restriction as to approach or subject matter. The series editors are David Miller and Alan Ryan.