Studies in Philosophy and Education 19 (1):3-19 (2000)
| Abstract |
In 20th century's European theory of education there was little interest in philosophy of democracy. John Dewey's Democracy and Education was translated in nearly everyEuropean language but did not become the center of discussion.Even ``radical education'' was much more child-centered thanopen to radical questions of political democracy. This articlediscusses the problem in two respects, first the tension betweenneo-liberalism's concept of individuality and public education,and second the future problems of a theory of ``democraticeducation'' after Dewey. The aim is to overcome traditionalEuropean dualisms like that of ``citizen'' or ``man''i.e. to pave the way for a post-Rousseauian theory of education
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| Keywords | Philosophy Philosophy of Education Education Testing and Evaluation Theory of Education |
| Categories | (categorize this paper) |
| Reprint years | 2004 |
| DOI | 10.1023/A:1005273928418 |
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References found in this work BETA
Democracy’s Discontent: America in Search of a Public Philosophy.Michael Sandel - 1998 - Philosophical Quarterly 48 (193):563-566.
Democracy’s Discontent: America in Search of a Public Philosophy.William A. Galston - 1996 - Filosofie En Praktijk 18 (3):210-210.
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Citations of this work BETA
Review of C. Koopman, Pragmatism as Transition. Historicity and Hope in James, Dewey, and Rorty. [REVIEW]Roberto Frega - 2009 - European Journal of Pragmatism and American Philosophy 1 (1).
Education and Intelligence:Reconstructing John Dewey’s Theory of Intelligence From an Educational Perspective.V. -M. Kauppi - 2022 - Oulun Yliopisto.
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