John Dewey’s Democracy and Education - Title page

pp iii-iii

Copyright page

pp iv-iv

Contents

pp v-xi

Contributors

pp xii-xviii

Foreword

pp xix-xxii

Acknowledgments

pp xxiii-xxiii

Note on Abbreviations

pp xxiv-xxiv

Introduction

pp 1-2

Part I - Companion Chapters

pp 3-244

Introduction to Part I

pp 5-14

1 - Learning by Doing and Communicating

pp 15-22

2 - Learning and Its Environments

pp 23-30

3 - Giving Form and Structure to Experience

pp 31-37

4 - Growth, Habits, and Plasticity in Education

pp 38-45

5 - Democracy without Telos: Education for a Future Uncertain

pp 46-53

6 - What Is the Role of the Past in Education?

pp 54-63

7 - “A Mode of Associated Living”: The Distinctiveness of Deweyan Democracy

pp 64-72

8 - A Democratic Theory of Aims

pp 73-80

9 - What Is the Purpose of Education?: Dewey’s Challenge to His Contemporaries

pp 81-88

10 - Shaping and Sharing Democratic Aims: Reconstructing Interest and Discipline

pp 89-98

11 - Experience and Thinking: Transforming our Perspective on Learning

pp 99-107

12 - The Role of Thinking in Education: Why Dewey Still Raises the Bar on Educators

pp 108-116

13 - Method: Intelligent Engagement with Subject Matter

pp 117-123

14 - Subject Matter: Combining “Learning by Doing” with Past Collective Experience

pp 124-136

15 - Work, Play, and Learning

pp 137-145

16 - Boundaries as Limits and Possibilities

pp 146-154

17 - Knowing Scientifically Is Essential for Democratic Society

pp 155-166

18 - Educational Values: Schools as Cultures of Imagination, Growth, and Fulfillment

pp 167-176

19 - The Value of the Present: Rethinking Labor and Leisure through Education

pp 177-184