I picked up this book intending to skim the introduction
and forward, but planning to read and review the entire text later.
I found myself on page 41 before I realized it. I had begun highlighting
points that I agreed with, and others that I wanted to refer to in
other projects. I also marked chapters that I wanted to reread critically.
This is a text a person can read several times and gain new insights
with subsequent readings. The chapters are not sequential so there
is no danger of taking a chapter out of context.
Each of this book's 44 chapters begins with a quote from one of Dewey's
many works and continues with a contemporary author applying that quote
to his or her work in the educational setting. For example, Chapter
3 begins a quote from The School and Society: “There is very
little place in the traditional schoolroom for the child to work” (p.
18). Donna Adair Breault discusses this quote from her perspective
as a former second-grade teacher focusing on activities that
kept her busy preparing for the children, and kept the children busy
completing them. She realized her lack of content knowledge prohibited
the children from fully questioning and exploring. She admits to being
the “entertainer” (p. 19), rather than the facilitator of learning.
In addition, she describes a first-year teacher she observed in her
later role as college professor. The novice teacher used an activity
similar to one that Breault had used many years before, but with very
different results.
Many of the quotes chosen are amazingly appropriate for education in
the 21st century. For example, a quote from Democracy and Education says,
“Why is it, in spite of the fact that teaching by pouring in, learning
by passive absorption, are universally condemned, that they are still
so entrenched in practice?” (p. 23). Dewey asked this some six decades
ago, but it seems fitting to ask that question again today.
Although all the writers attempt to place their chosen quotes within
the proper perspective, the editors encourage the reader to examine
the original-source documents for a richer understanding of the context
from which the quote came. They fear a reader who is unfamiliar with
Dewey, or with particular works, may develop a skewed view of his writings;
therefore, they thoughtfully offer numerous references. They cite the Collected
Works of John Dewey, 1882–1953 as well as individual sources the
reader might access.
The editors arranged the chapters around five themes (active learning,
the educative experience, critical thinking, inquiry and education,
and democratic citizenship) for the sake of organization and have a
variety of entries in each section. The entries are brief (most are
2–4 pages) and could easily serve as a discussion starter for a faculty
meeting, study group, or a university graduate course. The reader may
agree or disagree with a particular entry's author, but Breault and
Breault claim that this is an effective way to experience Dewey and
the point of the text. In order to agree or disagree, one has to think
about the ideas offered by the writer, in terms of one’s own experience.
Far from being sacrilegious, the editors sought to create a sort of
“daily devotional” (p.2) of John Dewey's quotes. The writers brought
together by the editors included college professors, students, classroom
teachers, and administrators. Some names will be unfamiliar while others
are well known, but each reflects on, and writes about, the chosen
quote in terms of his or her professional life.
Keep this book handy for those times when you need a common starting
place for reflection in a graduate class or professional development
seminar.
References
Dewey, J., J.A. Boydston, and L. Hickman. 1996. The collected works
of John Dewey, 1882–1953. Charlottesville, VA: InteLex Corp.
Dewey, J. 1916. Democracy and education: An introduction to the
philosophy of education. New York: Macmillan.
Dewey, J. 1915. The school and society. Chicago: University
of Chicago Press.
Reviewed by Mary Ransdell, Ed.D, Assistant Professor of Elementary Education
at the University of Memphis in Memphis, TN. She enjoys her work with preservice
teachers, both before and during their professional semester, and with those
preparing for National Board Certification. Her professional interests include
reflection by preservice teachers and the use of cooperative learning. |
