Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Re-Imagining Arts-Centered Inquiry As Pragmatic Instrumentalism, Leann F. Logsdon
Re-Imagining Arts-Centered Inquiry As Pragmatic Instrumentalism, Leann F. Logsdon
Educational Policy Studies Dissertations
Arts education must continually provide justification for its inclusion in the K-12 curriculum. This dissertation utilizes philosophical and conceptual analysis to probe the tensions, ironies, and contradictions that permeate the arts education advocacy discourse. Using evidence from advocacy materials published online, scholarly critiques of themes in the advocacy discourse, and research reports describing school-based arts programs, I construct an argument that posits generative consequences for student learning when arts-centered inquiry is reimagined as pragmatic instrumentalism. Such a reimagining of arts-centered inquiry seeks to draw a distinction between utilitarian justifications for the arts and instrumental benefits the arts provide individual students …
Experience, Knowledge, And Democracy: Television Through A Deweyan Lens, Dennis G. Attick
Experience, Knowledge, And Democracy: Television Through A Deweyan Lens, Dennis G. Attick
Educational Policy Studies Dissertations
While there have been numerous studies regarding television and its influence on modern life conducted in the past sixty years, there has not yet been a critique of television grounded in the work of John Dewey. John Dewey died when television was still a new technology; however, I believe that Dewey would have been critical of television had he lived to further experience it. One need only look to Dewey’s writings regarding mass communication and media to see that he was critical of how communication technologies influence human society. Television programming is nearly ubiquitous today and it requires ongoing inquiry …