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Full-Text Articles in Education
A Review Of Not For Profit: Why Democracy Needs The Humanities, Laura A. Desisto
A Review Of Not For Profit: Why Democracy Needs The Humanities, Laura A. Desisto
Democracy and Education
A review of the book Not for Profit: Why Democracy Needs the Humanities, by Martha Nussbaum (Princeton University Press, 2010).
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Democracy and Education
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize …
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind", William J. Mathis
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind", William J. Mathis
Democracy and Education
Although the federal government claims otherwise, Race to the Top is not research based. Rather, its foundation is in ideology and belief-based realism. The overall effort is fundamentally antiscientific and distracts valuable and needed attention, resources, and focus from the nation's real problems of social, economic, and educational deprivation.
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy and Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.
The Potential For Deliberative Democratic Civic Education, Jarrod S. Hanson, Ken Howe
The Potential For Deliberative Democratic Civic Education, Jarrod S. Hanson, Ken Howe
Democracy and Education
The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens’ autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students …
Schooling For Democracy: A Common School And A Common University? A Response To “Schooling For Democracy”, Diane Reay
Schooling For Democracy: A Common School And A Common University? A Response To “Schooling For Democracy”, Diane Reay
Democracy and Education
This short paper is a response to Nel Noddings’s article on schooling for democracy. Whilst agreeing with the basic premises of Noddings’s argument, it questions the possibility of parity between academic and vocational tracks given the inequitable social and educational contexts the two types of learning would have to coexist within. Drawing on the educational philosophies of John Dewey and R. H. Tawney, I argue that both the United States and the United Kingdom need to create educational systems that reduce the social distance between people rather than, as the current systems do, exacerbate them. This is an issue of …
Democracy And Development: The Role Of Outside-Of-School Experiences In Preparing Young People To Be Active Citizens, Carrie L. Lobman
Democracy And Development: The Role Of Outside-Of-School Experiences In Preparing Young People To Be Active Citizens, Carrie L. Lobman
Democracy and Education
Public schools historically have been the primary institution responsible for preparing young people for participation in a democratic society. However, the almost exclusive focus by today’s schools on knowledge and skills hinders their ability to be environments that support overall development and to produce the kinds of flexible, creative, and critical citizens that are needed to continuously create and recreate democracy. This review of the literature reframes the topic of democracy and education so as to address the relationship between democracy and development specific to youth development. In so doing, it adds practices by and findings from outside-of-school youth development …
Schooling For Democracy, Nel Noddings
Schooling For Democracy, Nel Noddings
Democracy and Education
There is a widespread movement today to prepare all students for college, and it is promoted in the name of democracy. I argue here that such a move actually puts our democracy at risk by forcing students into programs that do not interest them and depriving them of courses at which they might succeed. We risk losing the vision of democracy that respects every form of honest work and cultivates a deep appreciation of interdependence.