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Informal (yet philosophical) conversation about Dewey's ideas and the politics of the university classrooms.

How the school is woven into debates about what society should be/do.

Experience in Dewey is not social (not merely ideal)

Miseducation: students come out of the experience without additional curiosity (contra banking ed)

Note: lots of cussing

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95 | John Dewey and the Education of Experience

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In this episode, we discuss the educational philosophy of the American pragmatist John Dewey. Focusing on his 1938 treatise Experience & Education we explore questions concerning the ends of education, what it means to be an effective educator, and the relationship between experience and history.

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Guo, S. (2009). East meets west, Dewey meets Confucius and Mao: A philosophical analysis of adult education in China. In Global perspectives on adult education (pp. 141-158). New York: Palgrave Macmillan US.

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Guo, S. (2009). East meets west, Dewey meets Confucius and Mao: A philosophical analysis of adult education in China. In Global perspectives on adult education (pp. 141-158). New York: Palgrave Macmillan US.

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A few points:

1) Methods associated with traditional and/or conservative education include recitation, limiting or narrowing content (classics), classed access or streamed, SR of traditional society

2) Dewey is important for the progressive tradition. i.e., distinct from conservative and critical.

3) Banking education as critiqued by Dewey is teachers passing knowledge on as if it is complete and always true.

4) Dewey is known for learning by doing, school is society,

5) Guo's analysis disrupts the disarticulation of East and West, traditional and progressive, progressive and critical

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About this book

This book demonstrates how processes of globalization (economic, cultural, socio-political) are creating new possibilities and inequities and are thereby creating corresponding roles for adult education and learning in the South (Africa, Asia, South America) that are embedded in multiple political, economic and cultural projects for social change.

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Table of contents (15 chapters)

Reviews

"Abdi and Kapoor's new collection represents a milestone in adult education. It contains a critical re-thinking of the field by an outstanding array of scholars, mostly from the global South.Conceptual chapters and case studies from around the world offer rich insights and analyses that make it indispensable reading for adult educators and those from allied fields like comparative and international education and human resource development." - Steven J. Klees, Professor, University of Maryland; Past President, Comparative and International Education Society

"This collection combines a strong theoretical framework with specific case studies that are country/region based within the global south. Abdi and Kapoor have a novel approach that emphasizes themes such as adult/popular education, indigenous knowledges, development, and social justice from scholar-activists who have developed theories/methodologies/pedagogies that are inherently southern in their perspective. These essays act as a nexus for theory and practice in the study of adult education. An original contribution to the field." - Steven Jordan, Associate Professor and Chair of the Department of Integrated Studies in Education, McGill University

Editors and Affiliations

Department of Educational Policy Studies, University of Alberta, Edmonton, Canada

Ali A. Abdi, Dip Kapoor

About the editors

Dip Kapoor is an associate professor, International Education, in Educational Policy Studies, University of Alberta

Bibliographic Information

Publish with us

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This book demonstrates how processes of globalization (economic, cultural, socio-political) are creating new possibilities and inequities and are thereby creating corresponding roles for adult education and learning in the South (Africa, Asia, South America) that are embedded in multiple political, economic and cultural projects for social change.

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Writing on Freire

Ferron, B. (2022). A dialogue with Paulo Freire: Reflections on the social conditions of hope and the problem of equality of expression. Freire and the perseverance of hope. Exploring communication and social change, (43), 51-56.

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Relation of experience/naming & critical learning

"The white fathers told us, I think therefore I am; and the black mothers in each of us-the poet- whispers in our dreams, I feel therefore I can be free. Poetry coins the language to express and charter this revolutionary awareness and demand, the implementation of that freedom. However, experience has taught us that the action in the now is also always necessary. Our children cannot dream unless they live, they cannot live unless they are nourished, and who else will feed them the real food without which their dreams will be no different from ours?"

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Highlander Research & Education Center - Folk Alliance International Lifetime Achievement Award 2012

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“I approach feminism with the presumption that no undisputed premises are to be agreed upon in the global context. And so, for practical and political reasons, there is no value to be derived in silencing disputes. The questions are: how best to have them, how most productively to stage them, and how to act in ways that acknowledge the irreversible complexity of who we are?”
(Judith Butler, 'The End of Sexual Difference', 2000: 416)

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Love Lessons in a Time of Settler Colonialism by… | Poetry Magazine

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I am not murdered, and I am not missing, but parts of me have been

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SFU's Vancity Office of Community Engagement

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Black Study, Black Struggle - Boston Review

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The university is not an engine of social transformation. Activism is.

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Institutional clash  / institutionally legible 

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Institutional clash  / institutionally legible 