Discontinuity in Learning Dewey, Herbart, and education as transformation PDF
Preview Discontinuity in Learning Dewey, Herbart, and education as transformation
more information – www.cambridge.org/9781107025219 DiscontinuityinLearning Inthisgroundbreakingbook,AndreaR.Englishchallengescommonassumptions byarguingthatdiscontinuousexperiences,suchasuncertaintyandstruggle,are essentialtothelearningprocess.Tomakethisargument,Dr.Englishdrawsfrom the works of two seminal thinkers in philosophy of education – nineteenth- century German philosopher J.F. Herbart and American pragmatist John Dewey.Dr.English’sanalysisconsidersHerbart’sinfluenceonDewey,inverting theacceptedinterpretationofDewey’sthoughtasadramaticbreakfrommodern European understandings of education. Three key concepts – transformational learning,tactinteaching,andperfectibility–emergefromthisanalysistorevital- izeourunderstanding ofeducationasa transformationalprocess.Dr. English’s comparativeapproachinterweavesEuropeanandAnglo-Americantraditionsof educationalthoughtwithacontemporaryscholarlyperspective,contributingtoa workthatisbothintellectuallyrewardingandapplicabletoaclassroomsetting. The result is a book that is essential reading for philosophers and scholars of education,aswellasforeducators. AndreaR.EnglishisAssistantProfessorofPhilosophyofEducationatMount SaintVincentUniversityinCanada.Dr.English,anAmericanscholar,previously taught at Humboldt University Berlin, Germany, from which she received her doctorate in 2005. Her work on theories of teaching and learning hasappeared internationallyinscholarlyjournalsandessaycollections. Discontinuity in Learning Dewey, Herbart, and Education as Transformation ANDREA R. ENGLISH MountSaintVincentUniversity cambridge university press Cambridge,NewYork,Melbourne,Madrid,CapeTown, Singapore,SãoPaulo,Delhi,MexicoCity CambridgeUniversityPress 32AvenueoftheAmericas,NewYork,ny10013-2473,usa www.cambridge.org Informationonthistitle:www.cambridge.org/9781107025219 ©AndreaR.English2013 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2013 PrintedintheUnitedStatesofAmerica AcatalogrecordforthispublicationisavailablefromtheBritishLibrary. LibraryofCongressCataloginginPublicationData English,AndreaR.,1975– DiscontinuityinLearning:Dewey,HerbartandEducationastransformation/AndreaR. English,MountSaintVincentUniversity. pages cm Includesbibliographicalreferences. isbn978-1-107-02521-9 1. Education–Philosophy. 2. Learning,Psychologyof. 3. Dewey,John,1859–1952. 4. Herbart,JohannFriedrich,1776–1841. I. Title. lb14.7.e565 2013 370.1–dc23 2012031864 isbn978-1-107-02521-9Hardback CambridgeUniversityPresshasnoresponsibilityforthepersistenceor accuracyofurlsforexternalorthird-partyInternetWebsitesreferredto inthispublicationanddoesnotguaranteethatanycontentonsuch Websitesis,orwillremain,accurateorappropriate. tomyDad Contents Acknowledgments pageix Abbreviations xiii NoteontheTranslation xv NoteonUsage xvii Prologue:WhyHerbartandDewey? xix part one: education, discontinuity, and transformation 1. TheMoralDimensionofEducation–Herbart(I) 3 1 TheMoralIndividualandtheEducationalParadox 6 2 TheLearningBeing:PerfectibilitywithoutPerfection (Bildsamkeit) 11 2. TheProblemofContinuity,theNeed forStruggle,theRoleofTact–Herbart(II) 16 1 LearningtoSeeDifferencewithoutDisruption 18 2 TheStruggleofLearning,TeacherasMoralGuide 30 3 PedagogicalTact:TeachingasaTheory-GuidedPractice 48 4 Conclusion:ALookBackandaLookAhead 53 3. DiscontinuityandEducationalOpeningsin Learning–Dewey(I) 55 1 Pragmatism,Discontinuity,andLearning 55 2 NotionsofDiscontinuityinPeirce,James,andMead 56 3 Learning“In-Between” 65 vii viii Contents 4. TeachingintheOpeningsofLearning–Dewey(II) 79 1 ReflectivePracticeasTeachingIn-Between 80 2 TheClassroom:ASpaceforInterruptingExperience 87 3 TeachingasaMoralTask 96 4 DemocracyandtheEndofEducation 100 5. Conclusion:Morality,Democracy,andPluralistSociety 103 1 Dewey:ABreakintheHistoryofEducationalPhilosophy? 103 2 ReadingHerbartwithDewey–ReadingDeweywithHerbart 105 part two: teaching and learning forgotten? 6. RevisitingLearningIn-BetweenandUmlernen 113 1 ForgottenLearning,orRememberingPlato’sCave 113 2 RememberingLearningasaTransformationalProcess: OnUmlernen 116 3 TheInwardandOutwardTurnofLearning 121 7. PedagogicalTact:LearningtoTeach“In-Between” 126 1 ImprovisationandRisk 129 2 ListeningandtheVoiceoftheLearner 133 3 ReflectiveTeacher-LearnerEngagement 142 8. PerfectibilityandRecognitionoftheOther 147 1 LearningasHuman–HumanasLearner 147 2 TeachingasRecognitionoftheOther 149 3 Conclusion:PreservingtheIn-BetweenofExperience forEducation 152 Epilogue:ShouldTeachersThink?–Re(dis)coveringtheMeaning ofPhilosophyfortheEducationofTeachers 155 Bibliography 161 Index 173
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