Reality Bites: Rhetoric and the Circulation of Truth Claims in U.S. Political Culture

This article informs school improvement and educational change from a radically different perspective. Building upon work done recently in neural psychology, primatology and ethology, the article examines four common and general types of organisational form: the cell, the silo, the pyramidal, and the network types of organisational structures. Status and dominance hierarchies are discussed, as are the dynamics of collaboration/competition and collectivism/individualism. Final consideration is given to the concepts of culture and community, especially as they manifest in the school improvement literature.

On the shortcomings of our organisational forms: with implications for educational change and school improvement

The Cold Culture Wars: The Fight for Democratic Education in Post-War New York

/pdf/investigations-in-molecular-recognition-element-selection-33e5w4ajnw.pdf

Investigations in Molecular Recognition Element Selection and Single-Wall Carbon Nanotube Properties

Regardless of the aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project-based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between PBL, curriculum trends and health and wellbeing are reviewed, as well as potential value of schools bringing the three together to enhance learning. Interviews were undertaken with students (n = 37) following a range of 2-week residentials involving PBL to examine students’ perspectives on connections with prior learning at school, the approach to learning and any connections to health and wellbeing. The results from the hierarchical content analysis revealed five emerging themes. Implications for theory, practice and further research are discussed.

/pdf/exploring-contributions-of-project-based-learning-to-health-4zfgbp283w.pdf

Exploring Contributions of Project-Based Learning to Health and Wellbeing in Secondary Education.

John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice (1896–1903). In this article, I explore Dewey’s new conception of education and compare it with the apparently opposed views of R. S. Peters and Paulo Freire. In doing so, I show that, despite their criticisms of Dewey, whether explicit (Peters) or implicit (Freire), these influential philosophers, representing quite different traditions in philosophy of education were in substantial agreement with him. I also show that, despite our own differences, as important as they are, seeing teachers and learners at ...

John Dewey’s conception of education: Finding common ground with R. S. Peters and Paulo Freire

Part 1 Leadership and Democratic Education Chapter 2 Introduction: Dewey's Democracy and Education Revisited Chapter 3 Dewey's Legacy for Democratic Education and Leadership-Democracy and Education Revisited Chapter 4 Democracy and Education Revisited: A Continuing Leadership Agenda Part 5 Social Foundations and Democratic Education Chapter 6 The Criteria of Good Aims and the Idea of the Curriculum Standard Chapter 7 What Kind of Democracy Should Public Schools Promote? A Challenge for Educational Leaders in a No Child Left Behind Environment Chapter 8 Democratic Foundations of Social Education Chapter 9 John Dewey: Still Ahead of His Time Part 10 Aesthetics and Democratic Education Chapter 11 Dewey, Democratic Leadership, and Art Chapter 12 The Mis-underestimation of the Value of Aesthetics in Public Education Part 13 Culture and Democratic Education Chapter 14 Leadership and Democracy: Creating Inclusive Schools Chapter 15 Education for Democratic Culture-Cultural Democracy: Taking a Critical Pragmatic Turn Part 16 Freedom and Democratic Education Chapter 17 Learning Walks Away: The Erasure of Democracy from Education Chapter 18 Transforming the School into a Democratically Practiced Place Chapter 19 On the Corruption of Democracy and Education Part 20 Democracy and Democratic Vistas of Education Chapter 21 Creating Democratic Relationships Chapter 22 Scholar-Practitioner Leadership: Revitalizing the Democratic Ideal in American Schools and Society Chapter 23 Coda: Dewey's Democracy and Education: Realizing New Vistas of Democratic Education

Dewey's Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership

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Dewey's Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership