Download Systems Theory for Pragmatic Schooling: Toward Principles of by C. Cunningham PDF

By C. Cunningham

Writing for educators and schooling leaders, Cunningham indicates that combining a philosophy of pragmatism with brooding about schooling as platforms can light up demanding situations in modern education and supply useful options for making a democratic schooling.

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Extra info for Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education

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Imagination allows inquiry to be “active, associative/metaphorical, open-ended, unpredictable, and improvisational, and allows for the emergence of the new” (Marshall, 2014, p. 125). It allows for “poiesis,” a kind of creative emergence that occurs seemingly suddenly when a system transforms into something quite different from what it was. ” moment and sees how an indeterminate or problematic situation can be transformed. 0007 The Nature of Nature  The key idea in Dewey’s conception of imagination is the relationship between the actual situation and its possibilities.

I am an event (whether it is you or me thinking about me, I’m an event regardless). You are an event. 7 One implication is that time is an aspect of all entities. Nothing occurs outside of time (as far as we know). You might think there are some entities that are by their very nature outside of time. Plato, for example, believed that the Forms—especially Truth, Beauty, and the Good—are eternal, existing outside of time. Dewey took great issue with that. 0007 The Nature of Nature  conceived. Plato didn’t invent the concepts.

Thus, for Dewey, there is no intrinsic distinction between fact and value. We may make such a distinction if it serves the purposes of an inquiry, but it isn’t there already in the nature of nature (Putnam, 2002). Emphasizing interrelationships and qualities, as Dewey does, collapses the strong distinction between scientific objectivity and the realm of spiritual values. Dewey tried to draw attention to the role of imagination and ideals in religious experience in his A Common Faith (1934), a book that received a very critical reception, especially among theologians.

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