The Handbook of Dewey’s Educational Theory and Practice

In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.

Table of Contents:
Notes on Contributors Part 1: Dewey and Educational Theory 1 Dewey’s Social Imaginary of Democratic Education: Democracy’s Role in Educating a Democratic Citizenry  Patrick M. Jenlink 2 What Is a Democracy?: What Does Education in a Democracy Need to Be According to Dewey?  Elizabeth Meadows 3 Mindfulness and Progressive Education  Kyle A. Greenwalt and Cuong H. Nguyen 4 John Dewey and Social Justice Education  Peter Nelsen 5 John Dewey and Feminism  Barbara J. Thayer-Bacon 6 Deweyan Pragmatism as Requisite to Postmodern Thought  Jessica A. Heybach and Eric C. Sheffield 7 Critical Thinking and Democratic Schooling  Maura Striano 8 Education for Democratic Citizenship from Critical Thinking to Inquiry Learning  William R. Caspary Part 2: Dewey and Educational Practice 9 A Dewey Framework for Moral Training for Democracy in Education  Alison Taysum 10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach  Patrick M. Jenlink and Karen Embry Jenlink 11 Souls in the Lab: Building Rich Practical Experiences for Student Teachers and Young Children  Stephanie A. Burdick-Shepherd 12 A Deweyan Faith in Democratic Education: A Teacher’s Dedication to Ensuring All Students Are Included  Michael E. Hess and Theodore J. Hutchinson 13 Promoting Educational Equity through Democratizing Intelligence  Laura M. Harrison and Shah Hasan 14 Living Curriculum as Commonplace  Margaret Macintyre Latta, Rhonda Draper, Kelly Hanson and Karen Ragoonaden 15 Adaptive Challenge: Teachers as Lead Professionals for Democratic Living  Daniel J. Castner Part 3: Dewey and the Scholar-Practitioner Educational Leader 16 Educational Leadership for Democratic Culture  Robert Karaba 17 Civic Efficiency as a Democratic Ideal: Social Renewal through Dewey’s Continuous, Integrated Education  Charles L. Lowery and Connor J. Fewell 18 Organic Pedagogy: Where Dewey’s Democracy and Foucault’s Poststructuralism Meet: Pedagogical Experiences, Applications, and Critique  Chetanath Gautam 19 Experienced, but Not Yet Educated: How Dewey Should Still Contribute to Educational Philosophy  Chance D. Mays 20 Implications of Dewey’s Pragmatism for Digital Media Pedagogy  Lance E. Mason 21 How the Dewey-Lippmann Debate Informs Contemporary Education Policy  Monica Hatfield Price 22 John Dewey and the “Problem” of the Mundane: Implications for Philosophy of Educational Administration  Ali H. Hachem Index

About the Author :
Charles L. Lowery, Ed.D. (2013), Stephen F. Austin State University, is Assistant Professor of Educational Administration at Ohio University. He has published many articles on democratic educational values and the moral democratic agency of educational leaders and co-edited books, including Un-Democratic Acts: New Departures for Dialogues in School and Society (Sense Publishers, 2016) and Quantum Realities: Educational Truth Telling in an Era of Alternative Facts (Kendall Hunt, 2017). Patrick M. Jenlink, Ed.D. (1986), Oklahoma State University, is Professor of Educational Leadership at Stephen F. Austin State University. He has published peer-reviewed publications, edited books and many articles on the moral dimensions and dispositions of educators and educational leaders, including Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership (Rowman & Littlefield, 2009) and Educational Leadership and Moral Literacy: Understanding the Dispositions of Moral Leaders (Rowman & Littlefield, 2014).

Review :
"A timely corrective to the polarized social and professional environments we now find ourselves in, particularly in schools, this book's 22 essays address a wide range of matters, including mindfulness, feminism, miseducation, teacher (mis)education, and digital technologies, among many others, unified by a close and critical reading of Dewey’s work...teachers would do well to keep this book of wise and engaging essays on hand as a ready reference guide for their most important work." - T. R. Glander, Nazareth College, in: CHOICEconnect