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Full-Text Articles in Intellectual History
Does The Common Core Further Democracy? A Response To "The Common Core And Democratic Education: Examining Potential Costs And Benefits To Public And Private Autonomy", Johann N. Neem
Democracy and Education
The Common Core does not advance democratic education. Far from it, the opening section of the language standards argues that the goal of public K–12 education is “college and career readiness.” Only at the end of their introductory section do the Common Core’s authors suggest that K–12 education has any goals beyond the economic: learning to read and write well has “wide applicability outside the classroom and work place,” including preparing people for “private deliberation and responsible citizenship in a republic.” The democratic purposes of K–12 education are not goals but, in the Common Core’s words, a “natural outgrowth” of …
Reading Democracy And Education In The Context Of World War I, Thomas Fallace
Reading Democracy And Education In The Context Of World War I, Thomas Fallace
Democracy and Education
In this historical study, the author offers a reading of Dewey’s Democracy and Education in the context of the two other books Dewey published the year before, German Philosophy and Politics and his coauthored Schools of To-morrow. Having published three books in two years, Democracy and Education arrived at the end of one of Dewey’s most prolific periods. Through these three texts, Dewey offered a pointed critique of authoritarian German politics, philosophy, and schooling and crafted an innovative pedagogy grounded in progressive democratic ideals as contrast. Using Germany as a clear and present foil, Dewey clarified his ideas on American …
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Democracy and Education
This essay is a reply to James Carpenter's “Thomas Jefferson and the Ideology of Democratic Schooling.” In it, I argue that there is an apophatic strain in the essay that calls into question the motivation for the undertaking.