Download Deweyan Inquiry: From Education Theory to Practice by James Scott Johnston PDF

By James Scott Johnston

Presents John Dewey’s concept of inquiry and applies it to numerous components of the first, center, and secondary university curricula.

Deweyan Inquiry brings John Dewey’s idea of inquiry including academic concept and perform. James Scott Johnston makes use of Dewey’s overdue masterpiece Logic: the idea of Inquiry as a consultant and appears at inquiry in technology and technological know-how schooling, social technology and social technology schooling, artwork and artwork schooling, and embodiment and actual schooling. He argues that inquiry is self-correcting, and that this makes Deweyan inquiry rather worthwhile for the always-changing academic milieu.

“…Johnston units an formidable and significant goal—applying Deweyan inquiry to the matter of instructing teenagers in K–12. He is predicated totally on Dewey’s (1938) Logic: the speculation of Inquiry, a piece seldom utilized to academic settings. For this by myself Johnston may be applauded.” — Education and Culture

“Johnston ably navigates the dense concept of Dewey and constructs thought-provoking examples worthy to the practitioner.” — CHOICE

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Extra info for Deweyan Inquiry: From Education Theory to Practice

Sample text

In other words, I need concepts to represent, to myself and others doing active experimentation, just what it is that holds all of these relations together. Without these, I cannot communicate my findings to others, and I cannot generate existential propositions. I cannot do these because I have no idea of why, where, and what I am doing, or how to go about organizing the many phenomena, findings, and characteristics. Some conceptions are simple and concrete. Certain customary behaviours are merely rules of thumb, telling us to do this or that in order to obtain certain results.

Although there may be a role for both in certain biological or geological contexts (population analysis or epidemiology in biology requiring statistical techniques: calculation of stresses in structural geology requiring knowledge of mechanics), these are not exhaustive of what goes on in these contexts. 34 Deweyan Inquiry Scientific inquiry operates wherever active experimentation takes place. This experimentation can be physical, as in physics and chemistry, but it need not be. Active experimentation can take place at the level of conceptions and ideas.

It is understood that the contexts in which human behavior is studied are very different from the contexts in which the physical 41 42 Deweyan Inquiry universe or even flora and fauna, is studied. Nevertheless, as Dewey maintains throughout his vast work, this does not allow the social sciences or social scientists to abrogate their responsibilities to engage in rigorous experimental inquiry. Indeed, as Dewey saw it, the greatest impediment to the problems of human conduct in our time was the backwardness of the social sciences in relation to the physical sciences.

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