Most social studies teachers follow a traditional lecture-discussion-practice format, even though the curriculum was founded on John Dewey's problem-and-inquiry approach to learning. This book guides the reader through his major theories--curriculum, experience, interest, inquiry-and culminates with active, democratic citizenship.
Most social studies teachers follow a traditional lecture-discussion-practice format, even though the curriculum was founded on John Dewey's problem-and-inquiry approach to learning. This book guides the reader through his major theories--curriculum, experience, interest, inquiry-and culminates with active, democratic citizenship.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Daniel W. Stuckart is an Associate Professor of Social Studies Education at Lehman College in the Bronx, New York with research interests in urban education, technology and student-centered practices. He is co-author of Revisiting Dewey: Best Practices for Educating the Whole Child Today (2010).
Inhaltsangabe
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
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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