John Dewey's Democracy and Education
A Centennial Handbook

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today.

Foreword David Hansen; Acknowledgments; Note on abbreviations; Introduction Leonard J. Waks and Andrea R. English; Part I. Companion Chapters: Introduction to Part I Leonard J. Waks; 1. Learning by doing and communicating Leonard J. Waks; 2. Learning and its environments Loren Goldman; 3. Giving form and structure to experience A. G. Rud; 4. Growth, habits, and plasticity in education Sarah M. Stitzlein; 5. Democracy without telos: education for a future uncertain Gonzalo Obelleiro; 6. What is the role of the past in education? Andrea R. English; 7. 'A mode of associated living': the distinctiveness of Deweyan democracy Kathleen Knight Abowitz; 8. A democratic theory of aims Leonard J. Waks; 9. What is the purpose of education?: Dewey's challenge to his contemporaries Avi I. Mintz; 10. Shaping and sharing democratic aims: reconstructing interest and discipline Terri S. Wilson; 11. Experience and thinking: transforming our perspective on learning Andrea R. English; 12. The role of thinking in education: why Dewey still raises the bar on educators Jack P. Smith, III and Spencer P. Greenhalgh; 13. Method: intelligent engagement with subject matter Doris A. Santoro; 14. Subject matter: combining 'learning by doing' with past collective experience Meinert Meyer; 15. Work, play and learning Christopher Winch; 16. Boundaries as limits and possibilities Scott L. Pratt; 17. Knowing scientifically is essential for democratic society Christine McCarthy; 18. Educational values: schools as cultures of imagination, growth, and fulfillment Steven Fesmire; 19. The value of the present: rethinking labor and leisure through education Scott R. Stroud; 20. An old story: Dewey's account of the opposition between the intellectual and the practical David I. Waddington; 21. Nature and human life in an education for democracy Martin A. Coleman; 22. Individuality and a flourishing society: a reciprocal relationship Hongmei Peng; 23. Autonomy, occupation and vocational education Christopher Winch; 24. Philosophy of education Richard Pring; 25. Healing splits: Dewey's theory of knowing Barbara Thayer-Bacon; 26. The consciously growing and refreshing life Douglas J. Simpson; Part II. Democracy and Education in Context: Introduction to Part II Andrea R. English; 27. The dialogue of death and life: education, civilization, and growth Thomas Alexander; 28. John Dewey, a modern thinker: on education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) Dietrich Benner; 29. John Dewey's refutation of classical educational thinking Jürgen Oelkers; 30. The social as the 'inclusive philosophic idea' of democracy and education: some constructivists' reflections Jim Garrison, Stefan Neubert and Kersten Reich; 31. John Dewey and the analytic paradigm in philosophy of education: conceptual analysis as a social aim? Christopher Martin; 32. Dewey, care ethics, and education Nel Noddings; 33. Technologies for democracy and education in the 21st century Craig A. Cunningham; 34. Inviting Dewey to an online forum: using technology to deepen student understanding of democracy and education Rosetta Marantz Cohen; 35. John Dewey: philosopher of education for our time Richard Pring; Index.

Leonard J. Waks earned his doctorate in philosophy from the University of Wisconsin, Madison in 1968 and his doctorate in organizational psychology from Temple University, Philadelphia in 1984. He has taught philosophy and education at Purdue University, Indiana, Stanford University, California, Pennsylvania State University and Temple University. He is the author of Technology's School (1995) and Education 2.0 (2013), and editor of Listening to Teach (2015), as well as more than 100 journal articles and scholarly book chapters. He was the co-founder and program director of the National Technological Literacy Conferences (1985–90), co-director of the National Endowment for Humanities sponsored Summer Institute on Rethinking Technology: Philosophy of Technology since 1945, and the principal investigator on research and training grants from the National Science Foundation and the US Department of Education. Waks is currently president of the John Dewey Society and conference director of the Centennial Conference on Democracy and Education, sponsored by the Spencer Foundation.
Andrea R. English is Chancellor's Fellow in Philosophy of Education at the University of Edinburgh. She has worked in teacher education and graduate education in three countries, Germany (where she earned her doctorate), Canada and now the UK. She is author of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation (Cambridge, 2013) and several publications in international journals and edited volumes. Her research focuses on dialogue, listening and critical thinking, and the moral dimensions of teaching and learning. She is on the Board of Directors of the John Dewey Society and leads the Edinburgh Branch of the Philosophy of Education Society of Great Britain, as well as an international research group on listening in education Listening Study Group. She is a principal investigator for a project on listening in teaching linking to local schools, sponsored by the Spencer F