John Dewey and the Paradox of Liberal ReformState University of New York Press, 1990 M07 5 - 215 pages This book provides a fresh critique of John Dewey and the progressive tradition and warns against the superficial renaissance of Deweyan philosophy present in many of today's modern liberal educational reform movements. Challenging the four pillars of Dewey's pragmatism — science, nature, democracy, experience — Paringer argues for a critical or radical education praxis that more sensitively comes to grips with the difficulties of the nuclearized, postmodern world. |
Contents
| 7 | |
The Scientific and the Transformational | 33 |
The Natural and the Historical | 71 |
The Personal and the Political | 111 |
Epilogue | 139 |
Bibliography | 197 |
Index | 213 |
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activity agenda American society analysis Anthony Giddens argued basis Capitalist concerned concrete consciousness constituted contemporary context contradictions crisis critical Critical Theory critique culture Curriculum defined Democracy and Education democratic Dewey's Deweyan dialectical discourse dominant economic educational praxis empirical Enlightenment environment everyday evolutionary existing Foucault freedom functional functionalist Giddens Giroux Gonzalez Gramsci Hegel hegemony historical human be-ing Ibid ideal ideas ideological Individualism Old industrial inquiry interaction John Dewey knowledge Kosik liberal democracy liberal reform Liberalism and Social Marx Marxism means metaphysical Michel Foucault modern moral Myles Horton notion Nuclear object organization paradox Paulo Freire pedagogical perspective Philosophy political position pragmatic premise Problems production Progressive Education progressivism psychology radical rational refers Rorty School and Society Schools of Tomorrow scientific method sexism Social Action social justice social reality social relations social theory Stanley Aronowitz structures trans transformation University Press York