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Democracy and Education: Top American Authors

Democracy and Education: Top American Authors is a scholarly compilation that delves into the intersection of democracy and education. The book examines how leading American authors have shaped the discourse on education within a democratic framework, highlighting their perspectives on the importance of education for fostering a democratic society. It includes analyses of various educational theories and practices as presented by these authors, providing a comprehensive view of the evolution of educational thought in the United States. more

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John Dewey
John Dewey

John Dewey was an American philosopher and educator, born on October 20, 1859, and died on June 1, 1952. He was a leading figure in the philosophy of pragmatism and had a profound impact on 20th-century education, philosophy, and the social sciences. more

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“The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.”

StatesProblemCoursesResponsibilityAcceptingPracticeStudyDemocraticRewardsGuidesLeisureConstructsDemocratic SocietyDualismExemptionAccepting Responsibility
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“The development of science has produced an industrial revolution which has brought different peoples in such close contact with one another through colonization and commerce that no matter how some nations may still look down upon others, no country can harbor the illusion that its career is decided wholly within itself.”

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“When we consider the close connection between science and industrial development on the one hand, and between literary and aesthetic cultivation and an aristocratic social organization on the other, we get light on the opposition between technical scientific studies and refining literary studies. We have before us the need of overcoming this separation in education if society is to be truly democratic.”

IfsNeedsHandsLightSocialStudyDevelopmentConnectionsOrganizationOvercomingDemocraticSeparationOppositionAestheticCultivationRefiningAristocraticSocial Organization
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“While [Plato] affirmed with emphasis that the place of the individual in society should not be determined by birth or wealth or any conventional status, but by his own nature as discovered in the process of education, he had no perception of the uniqueness of individuals. For him they fall by nature into classes, and into a very small number of classes at that.”

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“But progress in knowledge has made us aware of the superficiality of Plato's lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable. It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, not stratification by classes.”

MeanMadeFactsIndividualSocialSidesQualityClassProgressTaughtDegreesCapacityOrganizationOriginalsDemocraticPlatoTaught UsVariablesSuperficialityPlato SSocial OrganizationUtilization
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“The breakdown of Plato's philosophy is made apparent in the fact that he could not trust to gradual improvements in education to bring about a better society which should then improve education, and so on indefinitely. Correct education could not come into existence until an ideal state existed, and after that education would be devoted simply to its conservation. For the existence of this state he was obliged to trust to some happy accident by which philosophic wisdom should happen to coincide with possession of ruling power in the state.”

ShouldMadeStatesPhilosophyFactsHappensWould BeExistenceIdealsPossessionAccidentsImprovementDevotedConservationPlatoRulingObligedBreakdownPhilosophicPlato SHappy Accidents
Author:John Dewey
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