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Journal ArticleDOI

Democracy and education.

01 Feb 1919-School Science and Mathematics (Blackwell Publishing Ltd)-Vol. 19, Iss: 2, pp 177-180
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
Citations
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Journal ArticleDOI
TL;DR: The authors briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which they describe in terms of beginning the story, living the story and selecting stories to construct and reconstruct narrative plots.
Abstract: Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

4,981 citations


Cites background from "Democracy and education."

  • ...^ n this basis, for Elbaz, works such as Shulman's (1987) research on expert teachers, Schon's (1987, m press) reflective practice, Reid's (1988) policy analysis, Munby's (1986) study of teachers's metaphors, and Lincoln and Guba's (1985) naturalistic approach to evaluation qualify as narratively related work....

    [...]

DOI
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

Journal ArticleDOI
TL;DR: An input-processoutput model of instructional games and learning is presented that elaborates the key features of games that are of interest from an instructional perspective; the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and the types of learning outcomes that can be achieved.
Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

2,794 citations


Cites background from "Democracy and education."

  • ...It is critical to emphasize the fact that experiential learning must be paired with appropriate learner support for effective learning to occur, reflecting Dewey’s (1938) “experience plus reflection equals learning” dictum....

    [...]

  • ...Dewey (1916) stated that “education is not an affair of ‘telling’ and being told, but an active constructive process” (p. 38)....

    [...]

  • ...It is critical to emphasize the fact that experiential learning must be paired with appropriate learner support for effective learning to occur, reflecting Dewey’s (1938) “experience plus reflection equals learning” dictum. The most recent evidence supporting this view is provided by Mayer, Mautone, and Prothero (2002), who found that a geology simulation was most effective when learner support (e.g., scaffolding) was provided to help students visualize geologic features. Mayer et al. concluded that evidence for pure discovery-based learning is almost nonexistent. In other words, it is unrealistic to expect even the most self-directed learners to construct knowledge on their own. Thus, learning by doing must be coupled with the opportunity to reflect and abstract relevant information for effective learning to occur and for learners to link knowledge gained to the real world. Kolb, Rubin, and McIntyre (1971) labeled this a “doing, reflecting, understanding, and applying” process....

    [...]

  • ...It is critical to emphasize the fact that experiential learning must be paired with appropriate learner support for effective learning to occur, reflecting Dewey’s (1938) “experience plus reflection equals learning” dictum. The most recent evidence supporting this view is provided by Mayer, Mautone, and Prothero (2002), who found that a geology simulation was most effective when learner support (e....

    [...]

Book ChapterDOI
01 Jan 1995
TL;DR: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine) and shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity.
Abstract: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine). The interaction between participants is analysed with respect to a ‘Joint Problem Space’, which comprises an emergent, socially-negotiated set of knowledge elements, such as goals, problem state descriptions and problem solving actions. Our analysis shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity. This approach has particular implications for understanding how the benefits of collaboration are realised and serves to clarify the possible roles of the computers in supporting collaborative learning.

1,946 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs and demonstrate that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences.
Abstract: Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aimed to promote democracy. Drawing on democratic theory and on findings from their study, the authors detail three conceptions of the “good” citizen—personally responsible, participatory, and justice oriented—that underscore political implications of education for democracy. The article demonstrates that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences.

1,875 citations


Cites background from "Democracy and education."

  • ...Dewey (1916) put forward a vision of “Democracy as a Way of Life” and emphasized participation in collective endeavors....

    [...]

References
More filters
Journal ArticleDOI
TL;DR: The authors briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which they describe in terms of beginning the story, living the story and selecting stories to construct and reconstruct narrative plots.
Abstract: Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

4,981 citations

DOI
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

Journal ArticleDOI
TL;DR: An input-processoutput model of instructional games and learning is presented that elaborates the key features of games that are of interest from an instructional perspective; the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and the types of learning outcomes that can be achieved.
Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

2,794 citations

Book ChapterDOI
01 Jan 1995
TL;DR: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine) and shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity.
Abstract: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine). The interaction between participants is analysed with respect to a ‘Joint Problem Space’, which comprises an emergent, socially-negotiated set of knowledge elements, such as goals, problem state descriptions and problem solving actions. Our analysis shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity. This approach has particular implications for understanding how the benefits of collaboration are realised and serves to clarify the possible roles of the computers in supporting collaborative learning.

1,946 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs and demonstrate that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences.
Abstract: Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aimed to promote democracy. Drawing on democratic theory and on findings from their study, the authors detail three conceptions of the “good” citizen—personally responsible, participatory, and justice oriented—that underscore political implications of education for democracy. The article demonstrates that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but, rather, political choices with political consequences.

1,875 citations