Details

Turning Pragmatism into Practice

A Vision for Social Studies Teachers

von: Daniel W. Stuckart
35,99 €
Verlag:	Rowman & Littlefield Publishers
Format:	EPUB
Veröffentl.:	11.01.2018
ISBN/EAN:	9781475837728
Sprache:	englisch
Anzahl Seiten:	158

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Beschreibungen

Titelbeschreibung

Despite the founding of the modern social studies curriculum nearly a century ago based on John Dewey’s pragmatism philosophy, the field has never achieved a significant and broad implementation of his ideas. Dewey’s instrumentalism offers social studies educators a tool for addressing vexing problems such as whether they should design classroom experiences using a traditional or a social studies approach to learning history, the role of digital technologies, the purpose and challenges of younger learners working with an expanding horizons curriculum, and many more. At the same time, Dewey’s time-tested theories describe how students use the social studies curriculum to make meaning as well as provide teachers a blueprint for implementing engaging and interactive lessons. We have neglected Dewey, which has led to confusion, student disinterest, and widespread teaching methodologies contrary to theoretical and research best practices. Revisiting Dewey provides the why and how of what we do, an ideal for creating a challenging and rigorous social studies curriculum while engaging students’ interests.

Titelkurzbeschreibung

Most social studies teachers follow a traditional lecture-discussion-practice format, even though the curriculum was founded on John Dewey's problem-and-inquiry approach to learning. This book guides the reader through his major theories--curriculum, experience, interest, inquiry—and culminates with active, democratic citizenship.

Inhaltsverzeichnis

CHAPTER
 
<ol start="1">
<li>Nature</li>
</ol>
From Humble Origins to Greatness
 
His Works
 
Organizational Strategies Related to Dewey’s Writings
 
Ideological Trends and Major Works
 
Dewey and the Social Studies
 
A Paradox or Misunderstanding?
 
A Radical Turn in Philosophy
Greek and Early Modern Metaphysics
 
Dewey’s Theory of Nature
 
The Social Studies Wars Revisited
 
Dewey’s Philosophy in Action
 
The Instrumental Nature of Social Studies and the Social Sciences
 
Misunderstanding the Middle Position
 
Developing a Democratic Vision for Teaching Social Studies
 
The Central Problem of the Social Studies
 
Developing a Rationale for Teaching Social Studies
 
Summary
<ol start="2">
<li>Curriculum</li>
</ol>
Human Participation in Nature’s Rhythms
 
The Unity of Teaching and Learning
The Social Studies Teacher’s Interaction
Teacher Beliefs and Enacting a Social Studies Curriculum
The Intersection of Beliefs and Teacher Preparation
Aims Talk Revisited
The Three Pedagogical Traditions
The Traditional Approach: Citizenship Transmission Teachers
Disciplinary Tools: Social Scientist Approach Teachers
Dewey in Action: Reflective Inquiry Teachers
Designing and Implementing a Reflective Inquiry Curriculum
Active Occupations
Curriculum Structures
Long-Term Projects
Thematic Units
Issues-Centered Units and Lessons
Reverse Chronology Units
The Social Studies Curriculum Continuum
 
Using the Curriculum to Enlarge an Experience
 
Summary
<ol start="3">
<li>Experience</li>
</ol>
Experience and the Natural World
 
Having an Experience
 
The Denotative Method: Evolution Versus Intelligent Design
 
Scientific Principles
 
The Public and Its Social Beliefs
 
Dewey, Experience and Education
 
Educative Experiences
 
Characteristics of Educative Social Studies Experiences
 
Psychologizing the Social Studies Curriculum with Experience
 
Experience and Judgment
 
Moral Development as Judgment
 
Historical Judgment
 
History Education as Instrumental
 
Summary
 
<ol start="4">
<li>Morality</li>
</ol>
Impulse Psychology
 
Interest and Growth in Education
 
Maslow’s Hierarchy
 
Developing Student Interests
 
Interest and Pleasure
 
Effort, Motivation and Thinking
 
Valuation and Ethics
 
Valuation Theory
 
Primitive Valuations
 
Valuings, Desires and Interests
 
Means-End Relationships
 
Contextualism
 
Moral Philosophy
 
Dewey’s Moral Life
 
Habits
 
A Moral Self
 
Teacher Character Traits and Attitudes
 
Character Education
 
A Social Studies Reflective Moral Inquiry Model
 
Summary
 
<ol start="5">
<li>Inquiry</li>
</ol>
A Return to Dewey’s Ontology
 
The Nature of Inquiry
 
The Unification of Theory and Practice in a Problematic Situation
 
Knowledge as Production
 
Inquiry and Tools
 
A New Terminology for Old Ways of Doing and Undergoing
 
Inquiry as Continuous
 
Doing the Social Studies
 
Social Studies Inquiry
 
Inquiry is More than Big Investigations
 
Digital Tools and Artifacts
 
The Problem
 
The Curious Case of the Common Core State Standards
 
Summary
 
<ol start="6">
<li>Citizenship</li>
</ol>
Dewey’s Democracy
 
Social Naturalism
 
The State as Instrument
 
Young Persons’ Publics
 
Publics, Officials and Government
 
Publics and Democracy
 
Public Officials as Experts
 
Public Problems
 
The Social Studies
 
Controversial Public Issues
 
Refining Your Rationale with CPI and Local Values
 
Building a CPI Curriculum
 
Enacting a PPD Curriculum
 
Discussion
 
Democracy in Schools
 
Summary
 
References

Autorenportrait

Daniel W. Stuckart is an Associate Professor of Social Studies Education at Lehman College in the Bronx, New York with research interests in urban education, technology and student-centered practices. He is co-author of Revisiting Dewey: Best Practices for Educating the Whole Child Today (2010).