The differences between soul and spirit can be quite difficult to understand throughout the works of John Dewey. What are they, how do they differ, and how do they relate to meaningful growth? Drawing from his personal correspondence and an analysis of the work in the later part of his life, Becky Noël Smith and Randy Hewitt conclude that, in…

Fostering transformative experiences is a central goal of education. In this article, Marieke Schaper examines the relationship between doubt and transformation in education, specifically problematizing the idea that doubt can serve as a catalyst for transformative experiences in the classroom. Schaper's thesis is that doubt is not valuable by…

In this paper, Andrea Fiore sketches the notion of familiarity in Dewey's thought, particularly in its relations with education, aesthetics, and art. The importance of that notion emerges in Dewey's well-known writings such as "How We Think," "The School and Society," and "Art as Experience," where he shows that not…

Examining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem-posing pedagogy works as a "kind of psychoanalysis." Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem-posing dialectic,…

n this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between…

The topic of instrumentalism has engaged many scholars of contemporary educational thought. One can distinguish the positions of anti-instrumentalism from those that stress noninstrumental values of education, both conceived in the context of neoliberal/neoconservative and consumption-driven reality. In this text, Maria Mendel enters into this…

This article by David Aldridge concerns the promise of knowledge "insertion." The promise can be elucidated as follows: knowledge could be inserted by a less time-consuming (and possibly in many senses less expensive) technological process than traditional learning, whereby, for example, some relatively swift procedure of implanting or…

Philosophers of education have had a longstanding interest in the nature and value of reason. Literature can provide an important source of insight in addressing questions in this area. One writer who is especially helpful in this regard is Fyodor Dostoevsky. In this essay Peter Roberts provides an educational reading of Dostoevsky's highly…

Nearly every work of John Dewey's presupposes a well-thought-out, well-organized theory of the nature of consciousness. This paper sketches the development of Dewey's theory of consciousness. (MT)

Author assess the behavioral objective oriented curriculum and offers an alternative, the Dewey model'', emphasizing inquiry. (SP)

An examination is made of the concept that teaching implies learning. (JD)

The "erotetic" theory of teaching, which is defined by the statement "To teach someone something is to answer that person's question about some subject matter," is clarified and defended in this article. (CJB)

Author disputes the thesis of Vandenberg's article Non-Violent Power in Education,'' Educational Theory, Vol. 19 No. 1, Winter 1969. (CB)

"The Educational Imagination: On the Design and Evaluation of School Programs" by Elliot W. Eisner is reviewed. (JD)

The viewpoint is advanced that induction is a determing factor in the way knowledge is acquired and that in the acquisition of a language and the development of knowledge this process plays a crucial role. (JD)