Turning pragmatism into practice : a vision for social studies teachers
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書誌事項
Turning pragmatism into practice : a vision for social studies teachers
Rowman & Littlefield, c2018
- : cloth
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注記
Includes bibliographical references (p. 123-132) and index
内容説明・目次
内容説明
Despite the founding of the modern social studies curriculum nearly a century ago based on John Dewey's pragmatism philosophy, the field has never achieved a significant and broad implementation of his ideas. Dewey's instrumentalism offers social studies educators a tool for addressing vexing problems such as whether they should design classroom experiences using a traditional or a social studies approach to learning history, the role of digital technologies, the purpose and challenges of younger learners working with an expanding horizons curriculum, and many more. At the same time, Dewey's time-tested theories describe how students use the social studies curriculum to make meaning as well as provide teachers a blueprint for implementing engaging and interactive lessons. We have neglected Dewey, which has led to confusion, student disinterest, and widespread teaching methodologies contrary to theoretical and research best practices. Revisiting Dewey provides the why and how of what we do, an ideal for creating a challenging and rigorous social studies curriculum while engaging students' interests.
目次
CHAPTER
1.Nature
From Humble Origins to Greatness
His Works
Organizational Strategies Related to Dewey's Writings
Ideological Trends and Major Works
Dewey and the Social Studies
A Paradox or Misunderstanding?
A Radical Turn in Philosophy
Greek and Early Modern Metaphysics
Dewey's Theory of Nature
The Social Studies Wars Revisited
Dewey's Philosophy in Action
The Instrumental Nature of Social Studies and the Social Sciences
Misunderstanding the Middle Position
Developing a Democratic Vision for Teaching Social Studies
The Central Problem of the Social Studies
Developing a Rationale for Teaching Social Studies
Summary
2.Curriculum
Human Participation in Nature's Rhythms
The Unity of Teaching and Learning
The Social Studies Teacher's Interaction
Teacher Beliefs and Enacting a Social Studies Curriculum
The Intersection of Beliefs and Teacher Preparation
Aims Talk Revisited
The Three Pedagogical Traditions
The Traditional Approach: Citizenship Transmission Teachers
Disciplinary Tools: Social Scientist Approach Teachers
Dewey in Action: Reflective Inquiry Teachers
Designing and Implementing a Reflective Inquiry Curriculum
Active Occupations
Curriculum Structures
Long-Term Projects
Thematic Units
Issues-Centered Units and Lessons
Reverse Chronology Units
The Social Studies Curriculum Continuum
Using the Curriculum to Enlarge an Experience
Summary
3.Experience
Experience and the Natural World
Having an Experience
The Denotative Method: Evolution Versus Intelligent Design
Scientific Principles
The Public and Its Social Beliefs
Dewey, Experience and Education
Educative Experiences
Characteristics of Educative Social Studies Experiences
Psychologizing the Social Studies Curriculum with Experience
Experience and Judgment
Moral Development as Judgment
Historical Judgment
History Education as Instrumental
Summary
4.Morality
Impulse Psychology
Interest and Growth in Education
Maslow's Hierarchy
Developing Student Interests
Interest and Pleasure
Effort, Motivation and Thinking
Valuation and Ethics
Valuation Theory
Primitive Valuations
Valuings, Desires and Interests
Means-End Relationships
Contextualism
Moral Philosophy
Dewey's Moral Life
Habits
A Moral Self
Teacher Character Traits and Attitudes
Character Education
A Social Studies Reflective Moral Inquiry Model
Summary
5.Inquiry
A Return to Dewey's Ontology
The Nature of Inquiry
The Unification of Theory and Practice in a Problematic Situation
Knowledge as Production
Inquiry and Tools
A New Terminology for Old Ways of Doing and Undergoing
Inquiry as Continuous
Doing the Social Studies
Social Studies Inquiry
Inquiry is More than Big Investigations
Digital Tools and Artifacts
The Problem
The Curious Case of the Common Core State Standards
Summary
6.Citizenship
Dewey's Democracy
Social Naturalism
The State as Instrument
Young Persons' Publics
Publics, Officials and Government
Publics and Democracy
Public Officials as Experts
Public Problems
The Social Studies
Controversial Public Issues
Refining Your Rationale with CPI and Local Values
Building a CPI Curriculum
Enacting a PPD Curriculum
Discussion
Democracy in Schools
Summary
References
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