Charlotte, NC : Information Age Pub., Inc., c2009.
xiii, 269 p. ; 25 cm.
Includes bibliographical references (p. 233-251) and indexes.
Prologue. Improvising Riffs on Dewey and the Utopian-- 1. No Schools at All-- 2. Gatherings-- 3. Assembly Places-- 4. Homelike Ambience-- 5. Resources-- 6. Parents and Peers-- 7. All as Teachers and Learners-- 8. Learning Community for Children-- 9. Sharing of Gifts-- 10. Responsibility for Cooperation-- 11. Life, Not Objectives-- 12. Toward Worthwhile Lives-- 13. Purpose Engrained in Activities-- 14. Discovery of Aptitudes and Development of Capacities-- 15. Inevitability of Learning-- 16. Analogy to Babies-- 17. Creating Attitudes, Not Acquiring and Storing-- 18. Resisting Acquisitive Society-- 19. Overcome Acquisitiveness-- 20. Cultivating Positive Capacities to Liberate-- 21. Enjoyment Now, Not Deferred-- 22. Always "Is" with Faith in "To Be"-- 23. All-Around Development-- 24. Sense of Positive Power-- 25. Elimination of Fear-- 26. Confi dence, Eagerness, and Faith in Human Capacity-- 27. Faith in the Environment-- 28. Worthwhile Activities-- 29. The "Right Way"-- 30. From Love to Justice, "For Goodness Sake!"-- Epilogue: Riffs of Hopes and Dreams-- Bibliography.
(source: Nielsen Book Data)
"Love, Justice, and Education" by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of highly evocative article that Dewey published in the "New York Times" in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity. (source: Nielsen Book Data)