Index

Citation

(2018), "Index", Heilbronn, R., Doddington, C. and Higham, R. (Ed.) Dewey and Education in the 21st Century, Emerald Publishing Limited, Leeds, pp. 221-228. https://doi.org/10.1108/978-1-78743-625-120181003

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited

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INDEX

Academic/vocational divide

, 144–147

Access Space

, 50–53

Action

, 186, 189, 194

former habit of

, 190

thinking and

, 196–198

Activitymania

, 24, 31

Aesthetically consummated experience

, 132

Aesthetics

, 73, 131, 134, 136

Aidos

, 69

Aims

, 207–211

Alexander, Matthias F.

, 87–90

Alexander Technique (AT)

, 84, 85, 87

body, mind and thinking

, 86–87

on Dewey’s thinking

, 84

embodied learning via

, 90–93

habit and learning

, 93–94

as process of self-development

, 96–98

unreliable sensory appreciation

, 94–95

American and French Revolutions

, 168–178

American Dream

, 102, 107

Analytic philosophy

, 217

Analytical somaesthetics

, 86, 129

Anti-somatic bias

, 86

Antigone

, 63

Dewey and democracy

, 67–72

education experience of creative democracy with

, 72–78

and Nussbaum

, 64–67

Attitudes

, 185–187, 207–211

Awareness

, 187

Between the World and Me (Coates)

, 102, 106

Black bodies in schools

, 101

American ‘Dream’ mythology

, 107

using Dewey’s transactionalism

, 103–106

Dream

, 110

transactional position

, 113

working towards democracy in education in face of ‘plunder’

, 112–116

Black power

, 111

Bodily-led engagement with World, challenge in

, 133–134

Body consciousness

, 127–129

Bristol Hackspace

, 50, 54

Change

, 28, 131, 190, 194

characteristics in location

, 121

communication

, 162–163

degree of

, 164

Dewey’s philosophy

, 162–164

generational

, 168–169

parameters of debate and possibilities

, 169

political revolutions informing

, 167

seasonal

, 28

understanding cultural requirements for

, 164

Child’s interest in learning

, 202

Citizen School

, 153

Civitas

, 77

Clockwork

, 25–26

Co-ordination

, 218

Collateral learning

, 125

Communication

, 162–164, 170

See also Habermas’s paradigm of communication

Communicatively achieved agreement

, 172

Conduct

, 186, 187, 190

Conflict of interests

, 209

Consequences of Pragmatism (Rorty)

, 217

Constructive Conscious Control of the Individual (Alexander)

, 89

Constructive interest

, 185, 193, 195

Contemporary formal educational system

, 39

Contradictions

, 66

Creative democracy

, 23, 62, 73

Antigone, Dewey and democracy

, 67–72

Antigone and Nussbaum

, 64–67

education experience

, 72–78

Creativity

, 212

Critical consciousness

, 198

Critical thinking

, 63, 157, 193, 197

Cultivated imagination

, 193

Cultural products

, 96

Culture

, 110, 179

crisis in

, 219

interest as

, 213–214

Curriculum. See Democratic curriculum

Curriculum integration (CI)

, 154

Degree of change

, 164

Deliverology

, 23, 24, 27

Democracy

, 44, 106, 144, 155, 162, 164, 184, 185

Dewey relating

, 187–189

education for

, 187

See also Student’s experience of democracy

Democracy and Education (Dewey) (D&E)

, 23, 38, 62, 71, 86, 89, 95, 102, 162–163, 166, 173, 174, 185, 186, 187, 195

Democratic communication

Dewey’s theory of

, 163

moral value of

, 162–163

Democratic communities

, 38, 178

case study

, 48–53

conceptualizing makerspaces

, 49

education as experienced naturally and feed into formal setting

, 43

education as experienced naturally in contrast to traditional view

, 40

formally or naturally occurring education

, 39–44

knowledge

, 50

newer forms of space

, 44–48

Quiet Zone at Bristol Hackspace

, 54

signage from Access Space main lab

, 51

20 × 20 Canvas Exhibition at Access Space

, 52

Democratic curriculum

, 141, 142

democratic education and academic/vocational divide

, 144–147

stakeholders and

, 152–156

standards and

, 147–152

Democratic education

, 144–147, 154

Deweyan

, 102

interest and discipline in

, 211–213

limiting possibilities

, 72

reform

, 62

Democratic ideal

, 102, 105–106, 112, 116, 163, 166, 177

Democratic philosophy

, 162

Democratic school

, 146, 153

shape possibilities for

, 178–180

Democratic society

, 145, 146, 151, 153, 178–180, 186, 189

Department for Education

, 154–155

Descartian mind/body dualism

, 128

Desire

, 207–211

Dewey’s notion of interest

, 202–214

Dewey’s philosophy of change and reconstruction

, 162–163

Dewey’s pragmatism

, 62, 63, 217–220

Dewey’s theory of democratic communication

, 163

Deweyan democratic education

, 102

Deweyan democratic ideals. See Democratic ideal

Dialectical functions of interest

, 206–207

Dictionary of Philosophy and Psychology (Dewey)

, 69

Digital age, preserving rich experience in

, 22

digitally enriched experience in action

, 25–26

framework for experience-based, technology-enhanced thinking

, 31–32

framing experience

, 23–29

framing work in broader contexts

, 26–29

lasting impact of experience

, 29–31

tool selection and use

, 32–34

uses of technology

, 34

Digitally enriched experience in action

, 25–26

Discipline in democratic education

, 211–213

Disposition

, 184–185

and habit

, 194–195

kind of

, 189–191

learning in school

, 195–196

mental process relating to

, 191–193

Dream

, 110

Dynamic character of interests

, 204

Early childhood experience

, 130

Education

, 41, 63, 165

for democracy

, 187

Deweyan philosophy of

, 203

experience of creative democracy with Antigone

, 72–78

importance

, 202, 209

interest in education as ‘soft pedagogy’, or ‘soup kitchen theory of education’

, 210

issue of ‘standards’

, 142

learnification of

, 219–220

naturalist account of

, 104

process

, 165

Education in Open

, 120

body

, 121

body consciousness

, 127–129

challenge in bodily-led engagement with World

, 133–134

environment

, 125–126

experience

, 123–125

experiential somaesthetic practice

, 130–133

flexibility in habit and environment

, 134–135

habit

, 126–127

justifying value of activities outdoors

, 122–123

place

, 121–122

somaesthetics

, 129–130

Educational development

, 201–214

Educational progressivism

, 217

Educator’s disposition and mental process role

bringing thought and action to critical consciousness

, 198

Dewey relating democracy

, 187–189

disposition and habit

, 194–195

disposition learning in school

, 195–196

kind of disposition

, 189–191

long-term project

, 186–187

mental process relating to disposition

, 191–193

in student’s experience of democracy

, 184

thought and action

, 196–198

Embodied inquiry

, 116

Embodied learning

, 90–93

Empowerment

, 155

Enlightenment, Dewey’s Criticisms of

, 168–178

Environmental Education

, 122

“Ethic” of cost-benefit analysis

, 147

Existentialism

, 217

Experience

, 41, 123–125

aesthetically consummated

, 132

early childhood

, 130

education

, 72–78

Student experience

, 185

See also Digital age, preserving rich experience in; Student’s experience of democracy

Experience and Education (Dewey)

, 24, 95

Experience-based thinking, framework for

, 31–32

“Experience-near” methods

, 50

Experiential inquiry

, 104

Experiential somaesthetic practice

, 130–133

Filia

, 77

Fire Next Time, The (Baldwin)

, 102

Flexibility in habit and environment

, 134–135

Formal process

, 39

Formally or naturally occurring education

, 39–44

4D printing

, 46

The Fragility of Goodness:Luck and Ethics in Greek Tragedy and Philosophy (Sophocles)

, 65

From absolutism to experimentalism (Dewey)

, 70

General Certificate of Secondary Education (GCSE)

, 147

French teaching

, 191

Global Monitoring Reports (GMRs)

, 148

Good performance

, 210

Grand Theft Childhood

, 22

Habermas’s contemporary communicative action theory

, 163

Habermas’s paradigm of communication

American and French Revolutions

, 168–178

on change, democracy, and communication anticipates

, 163

cultural requirements for change and reconstruction

, 164

Dewey anticipating

, 163

Dewey’s sociopolitical philosophy

, 178–180

fundamentals of scientific investigations

, 166

problem of freezing social institutions

, 167–168

process of education

, 165

Habit(s)

, 93–94, 105, 126–127

of amicable cooperation

, 74

disposition and

, 194–195

of intercourse

, 170

Habitual disposition

, 195

Habituation

, 165, 194n3

Hegelian interpretation

, 64, 70

Hermeneutics

, 217

History of Philosophy (Hegel)

, 69–70

Human nature

, 72, 179, 213

Human Nature and Conduct (Dewey)

, 89, 90, 204

Humanities

, 63

I-R-E model

, 29

Imaginative thought

, 197

Immaturity

, 41

Immediacy

, 130–133, 135

Immediate functions

, 206

Immediate interest

, 207

Improvement of conditions

, 185, 192

Individual interest

, 68, 171, 213

Informal education

, 39, 46, 105

Integrated theory-practice approach

, 189

Intellectual growth

, 192–193

Intellectual hospitality

, 193

Interactions

, 213–214

Interest

, 202–203

aims, desire, aptitude and reinforcement

, 207–211

characterization

, 204–206

dialectical functions

, 206–207

and discipline in democratic education

, 211–213

group politics

, 172

individual

, 213

as ‘intelligent sympathy for others’

, 193

as nature and culture

, 213–214

Internet relay chat (IRC)

, 46

Intersubjectivity

, 163

Knowing and the Known

, 103

Knowledge

, 50, 52, 150

society

, 63

Language of economics

, 175

‘Learnification’ of education

, 219–220

Learning

, 41, 93–94, 144

Lectures on Aesthetics

, 64–65

“Letting-go” process

, 53

Makerspace

, 38, 44–48, 50, 53, 55–56

conceptualizing

, 49

Man’s Supreme Inheritance (Alexander)

, 89

Mapping Police Violence

, 106

‘Master–slave’ relationship

, 193

‘Means’

, 206

Mediate functions

, 206

Mediate interest

, 207

Mental habitudes

, 194

Mental process

, 186

relating to disposition

, 191–193

Mind–body unity

, 86

Mobocracy

, 171

Modern German apprenticeship

, 143, 157

Morality

, 68, 77, 185

National Literacy and National Numeracy Strategies

, 149

Natural aptitude

, 210, 213, 214

Natural law

, 169

Naturalist account of education

, 104

Nature, interest as

, 213–214

Nemesis

, 69

Neo-liberal educational theory and practice

, 149

Neopragmatic interpretation of Dewey

, 165

Neuroanthropology

, 30

New industrial revolution

, 46

No More Robots: Building Kids’ Character, Competence, and Sense of Place

, 26

Normative legitimacy

, 172

Nussbaum, Martha

, 62–67, 72

Objective character of interests

, 204, 205

Open-mindedness

, 191–192, 193

disposition to

, 192

Orçamento Participativo (OP)

, 153

Outdoor education

, 122

Outlines of a Critical Theory of Ethics (Dewey)

, 68

Participatory Budgeting. See Orçamento Participativo (OP)

Personal, Social and Health Education (PSHE)

, 122

Personal growth

, 41

Phenomenology

, 113, 114, 217

Philosophic disposition

, 190, 191

Philosophy of John Dewey

, 203, 204, 214

Photography

, 33–34

Platonic utopia

, 71

Political liberty

, 171

Politics

, 171

Potential

, 85, 96–97

Practical somaesthetics

, 86–87

Pragmatic renaissance

, 165

Pragmatic somaesthetics

, 86, 129, 134

Pragmatism. See Dewey’s pragmatism

Pre-reflective thought

, 197

Production of narrow set of measurable ‘learning outcomes’

, 218

Programme for International Student Assessment tests (PISA tests)

, 148

Progressivism

, 124, 217

Psuche

, 66

Pythagorean theorem

, 33

Quality of thought

, 185

Race

, 105

Racist constructs

, 104

Racist ideology

, 105

Reconstruction

Dewey’s philosophy

, 162–163

of experience

, 124, 126, 162

understanding cultural requirements for

, 164

Reflection cycle

, 28

Reflective thought

, 197–198

Reinforcement

, 207–211

Relations

, 185

School, disposition learning in

, 195–196

Science, technology, engineering, arts and mathematics activities (STEAM activities)

, 56

Self-determination

, 209

Self-development process

, 96–98

Self-expression

, 209

Sensory feelings

, 94

Seven Against Thebes

, 64

Social environment

, 41

Social relations

, 185

Social relationships

, 173

Societies

, 112

Sociopolitical philosophy

, 178–180

Soft pedagogy

, 210

Somaesthetics

, 86, 129

Soup kitchen theory of education

, 210

Stakeholders and curriculum

, 152–156

Standards and curriculum

, 147–152

State-devised national curricula

, 147

Student-centred CI

, 155

Student’s experience of democracy

, 185

bringing thought and action to critical consciousness

, 198

Dewey relating democracy

, 187–189

disposition and habit

, 194–195

disposition learning in school

, 195–196

kind of disposition

, 189–191

long-term project

, 186–187

mental process relating to disposition

, 191–193

thought and action

, 196–198

The Study of Ethics: A Syllabus (Dewey)

, 68, 69

Subjective character of interests

, 204, 205

Technology-enhanced thinking, framework for

, 31–32

Thematic vignettes

, 48

Theoretical spectators

, 33

Theory of educational aims

, 207–208

Theory of learning

, 219

Thinking

, 185, 186, 189, 191, 195

Third industrial revolution

, 46

Thought and action

, 196–198

bringing to critical consciousness

, 198

3D printing

, 46, 50

Total administration

, 173–174

Traditional political theories

, 162

Transactional philosophy

, 112

Transactional position

, 113

Transactionalism

, 103–106

Transactionalist ‘body-mind’ framework

, 112

Transactionalist theory

, 106

Transactions

, 213–214

Unreliable sensory appreciation

, 94–95

Via negativa process

, 205–206

Volkschule

, 146