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Chapter 7 - What Are the Characteristics of a Good School?

Published online by Cambridge University Press:  18 December 2020

Douglas J. Simpson  and
Donal M. Sacken
Douglas J. Simpson
Affiliation:
Texas Christian University
Donal M. Sacken
Affiliation:
Texas Christian University
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Summary

Dewey encourages schools to become more than places where students learn basic and advanced skills, develop a range of creative and scientific abilities, engage in inquiry and dialogue, nourish desirable dispositions and habits, and, on occasions, listen to lectures and presentations. In addition, he nudges schools away from the belief that ethical education is a discrete part of the curriculum. Instead, he explains that ethical growth occurs daily at school. In ordinary activities, all students are encouraged to develop the “power to share effectively in social life” (MW 9, 370). Moreover, instead of urging schools to focus largely on students and educators as individuals, he encourages them to help everyone recognize that they are considerably more than an individual; they are a social being who should enjoy human interactions and responsibilities including: coteaching, cooperative learning, and, in the process, becoming a more conscious and contributing member of school and external groups.

Keywords

democratic schoolcommunicationexpectationsindicators of democracyhuman agencyconflictrights and dutiespower and forcelearning communities
Type
Chapter
Information
Ethical Dilemmas in Schools
Collaborative Inquiry, Decision-Making, and Action
 , pp. 166 - 207
Publisher: Cambridge University Press
Print publication year: 2020

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References

Related Readings

Callan, Eamonn. 2016. “Education in Safe and Unsafe Spaces.” Philosophical Inquiry in Education 24 (1): 64–78.Google Scholar
Dewey, John. 1903. “Democracy in Education.” In Essays on the New Empiricism, 229–39. Vol. 3 of John Dewey: The Middle Works, 1899–1924, edited by Boydston, Jo Ann. Carbondale and Edwardsville: Southern Illinois University Press, 1977.Google Scholar
Forrest, Michelle. 2008. “Sensitive Controversy in Teaching to Be Critical.” Paideusis 18 (1): 80–93.Google Scholar
Greene, Maxine. 1978. “Wide-Awakeness and the Moral Life.” In Landscapes of Learning, 42–52. New York: Teachers College Press.Google Scholar
Hytten, Kathy. 2015. “Ethics in Teaching for Democracy and Social Justice.” Democracy and Education 23 (2): 1–10.Google Scholar
Kunzman, Robert. 2015. “Talking with Students Who Already Know the Answers: Navigating Ethical Certainty in Democratic Dialogue.” In Religion in the Classroom: Dilemmas for Democratic Education, edited by James, Jennifer Hauver with Schweber, Simone, Kunzman, Robert, Barton, Keith C., and Logan, Kimberly, 79–89. New York: Routledge.Google Scholar
Saltmarsh, J. 1996. “Education for Critical Citizenship: John Dewey’s Contribution to the Pedagogy of Community Service Learning.” Michigan Journal of Community Service Learning 3 (1): 13–21.Google Scholar

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