Dewey, Education, and the Mediterranean

Themes, Trails, and Traces
Erscheinungsjahr 2023
ISBN: 978-90-04-53446-9
Verlag: Brill

Buch, Englisch, Band 4, 356 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 745 g

Reihe: Comparative Education and the Mediterranean Region

There are few, if any, other educational philosophers that have left their mark internationally as John Dewey has. Author of 40 books and no less than 700 articles that appeared in over 140 journals, Dewey’s work has been translated into at least 35 languages. His landmark Democracy and Education – published over a century ago in 1916 – is one of the most cited educational texts ever.

Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance.

Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.

Autoren/Hrsg.

Weitere Mitwirkende

Striano, Maura

Sultana, Ronald G.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

Acknowledgements

Notes on Contributors

Introduction: A Mediterranean Dewey … a Deweyan

Mediterranean

Maura Striano and Ronald G. Sultana

1 Dewey and Democratic Lifelong Education

Kenneth Wain

2 Dewey’s Educational and Democratic Ideals: Conditions for

Implementation in Mediterranean Arab Countries

Radhi H. Al-Mabuk and Abdullah F. Alrebh

3 John Dewey’s Improbable Mediterraneity

John Baldacchino

4 An Indigenous Foreigner in Portugal: John Dewey’s Latent Presence

in the Early 20th Century Works of the New School Quartet

Jorge Ramos do Ó, Tomás Vallera, Tiago Almeida, António

Henriques and Ana Luísa Paz

5 Revisiting and Reimagining Schools for Shared Life and Peace in a

Conflict-Ridden Region: A Deweyan Lens

Khalid Arar and Anna Saiti

6 Dewey and the ‘Sheikh,’ or the Paradox of the Algerian School

Mohamed Miliani

7 Current Issues of Democracy and Education in Tunisia as Interpreted

through Dewey’s Approach

Abdeljalil Akkari

8 Educational Institutions and John Dewey in Early 20th Century

Egypt

Farida Makar

9 John Dewey’s Influence in Shaping Israel’s Educational Philosophy

and Practice (1930s–2010s)

Gadi Bialik and Yuval Dror

10 The Effect of Dewey’s Educational Philosophy and Practice on the

Palestinian Education System

Anwar Hussein-Abdel Razeq

11 John Dewey’s Impact on Greek Education and Pedagogical

Thought

Dimitrios Foteinos and Michael Kassotakis

12 Learner-Centred Perspectives in School Curricula and Teacher

Education: The Impact of John Dewey’s Visit to Turkey in the Early

Republican Era

Gökçe Gökalp and Ali Yildirim

13 John Dewey’s ‘Civilizing’ Mission and His Developmentalist

Utopianism

Marianna Papastephanou

14 Schools of Tomorrow – Tomorrow’s Schools: A Reading of a

Maltese Document from a Deweyan Perspective

Daniela Mercieca and Duncan P. Mercieca

15 Dewey’s Impact on Italian Culture: A Long-Lasting Influence

Maura Striano

16 Reconstructing Dewey, Rethinking Education: The Legacy of John

Dewey’s Educational Thought and the Development of the Sciences de

l’Éducation in France Since 1967

Samuel Renier

17 The Pedagogy of John Dewey in Spain: Between Educational

Innovation and Theoretical Challenge

José González-Monteagudo and Patricia Delgado-

Granados

Über Autor(innen)

Maura Striano is Professor of Education at the University of Naples Federico II and Director of the Centre for the Active and Participatory Inclusion of the Students (SINAPSI). She has published widely on Dewey and pragmatism in education and is co-director of the series “Dewey Studies”.

Ronald G. Sultana is Professor of Education at the University of Malta, and Director of the Euro-Mediterranean Centre for Educational Research. He has published widely on education and equity, and is Editor of the series “Comparative Education and the Mediterranean Region”.