By Lee Benson
This well timed, persuasive, and hopeful ebook reexamines John Dewey's suggestion of colleges, in particular neighborhood colleges, because the most sensible areas to develop a democratic society that's in accordance with racial, social, and financial justice. The authors assert that American faculties and universities undergo a accountability for-and would receive advantages considerably from-working with colleges to enhance democratic faculties and groups.
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Extra resources for Dewey's Dream: Universities and Democracies in an Age of Education Reform
Sample text
Even when the “democratic impulse broke” into the functioning of the school, it did “not effect a complete reconstruction” but only added the limited element of preparation for citizenship. The meaning of this phrase, “preparation for citizenship,” shows precisely what I have in mind by the difference between the school as an isolated thing related to the state alone, and the school as a thoroughly socialized affair in contact at all points with the flow of community life. . 40 Moreover, the concept of citizenship itself was expanding greatly, Dewey observed.
Rather than functioning as a natural laboratory that experimentally studied the real, complex links between school and community, the Laboratory School was effectively isolated from the community and society in which its pupils lived. In direct contrast, the informal learning system of preindustrial society was deeply rooted in, and functioned as an integral part of, the local geographic community in which children lived and their families made their livings. Unlike the real occupations that children worked at in preindustrial communities from which they gained first-hand, direct experience of the real world, unlike the real problems they were forced to try to solve “with a real motive behind and a real outcome ahead,” the occupations students practiced in the Laboratory School were 32 Dewey’s Dream make-believe, simulated occupations; moreover, the problems they solved were make-believe, simulated problems unconnected to real contemporary household or community problems.
According to the character of my invitation to speak to you, I shall confine myself to the philosophy of the school as a social centre. I accept the invitation with pleasure, but at the same time I do not feel that the philosophical aspect of the matter is the urgent or important one. The pressing thing, the significant thing, is really to make the school a social centre; that is a matter of practice, not of theory [emphasis added]. ”39 When the State took control of education, Dewey observed, it inevitably restricted “the school .