rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Dewey and education in the 21st century
    sub title: fighting back
  name:
    name part: Heilbronn, Ruth
    role:
      role term: editor.
  name:
    name part: Doddington, Christine
    role:
      role term: editor.
  name:
    name part: Higham, Rupert
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2018
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xix, 228 pages)
  abstract: This book makes a strong case for the abiding relevance of Deweys notion of learning through experience, with a community of others and what this implies for democratic education in the 21st century. Its first section addresses the experience of todays generation of so-called digital natives in terms of how we should now understand knowledge and how their online experience creates opportunities and challenges for the curriculum, such as schools linking internationally to study classical texts; an exposition of why makerspaces, hackerspaces and Fab Labs might support Deweys democratic communities in our time, with on-line affordances of a commons, a space to use imagination and invent and share with others.The books second section is original in its focus on the central Deweyan idea of embodiment with chapters on Dewey and the Alexander technique and on experiences of Afro-American students, in public schools, especially those situated in multi-racial, multi-ethnic countries like the U.S. with deep, racial divides and tensions. The section ends with a chapter on the somaesthetic, educational value of learning outside of buildings.A third section on experience related to democracy and education, has chapters on Dewey and the democratic curriculum, experience as a preparation for democracy, communication and the critique of individualism. Deweys notion of interest is analyzed and questioned as to whether it is a sympathetic notion for educational development. With contributions from Spain, Cameroon, the US and the UK the book ranges across varied curricular and policy contexts to explore what reading Dewey can contribute to contemporary education studies.
  note: edited by Ruth Heilbronn, Christine Doddington and Rupert Higham.
  note: Includes index.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    topic: Education
    topic: Philosophy
  subject:
    topic: Experiential learning
  subject:
    name:
      name part: Dewey, John
      name part: 1859-1952
  subject:
    topic: Education, Philosophy, Theory & Social Aspects
  subject:
    topic: Philosophy & theory of education
  classification: 370.1
  classification: 37.01
  identifier: 9781787436251
  identifier: 9781787439603
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: UtOrBLW
    record creation date: 180515
    record change date: 20180515082405.0
    record identifier: em-9781787436251
    language of cataloging:
      language term: eng