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Education as politics, politics as education : = John Dewey and critical intelligence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Education as politics, politics as education :/
Reminder of title:	John Dewey and critical intelligence.
Author:	Rogers, John Stuart.
Description:	1 online resource (251 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 56-07, Section: A.
Contained By:	Dissertations Abstracts International56-07A.
Subject:	Education history. -
Online resource:	click for full text (PQDT)
ISBN:	9798208693018

Education as politics, politics as education : = John Dewey and critical intelligence.
Rogers, John Stuart.

Education as politics, politics as education :John Dewey and critical intelligence. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 56-07, Section: A.

Thesis (Ph.D.)--Stanford University, 1994.

Includes bibliographical references

This dissertation explores the meaning of John Dewey's vision of critical intelligence as a political and educational ideal and a process for social change. Critical intelligence can be described most simply as a process in which the method of intelligence is spread throughout society. In a society characterized by critical intelligence, common citizens exhibit experimental attitudes, institutions of all stripes are governed through wide participation of constituent members in sustained inquiry, and information flows freely and abundantly through a multiplicity of sources. My analysis traces the evolving shape of this ideal as well as Dewey's multiple efforts to realize it in practice through four historical periods (1888-1904, 1913-1917, 1921-1927, and 1929-1937). I argue that Dewey's efforts in each era respond to new opportunities and challenges posed by the shifting economic and political conditions. Hence, during the last decade of the 19th century, Dewey forged a model of critical intelligence which sought to control the social ravages of laissez faire meanwhile drawing upon the generative energies of the market; during Woodrow Wilson's first administration, Dewey formulated a vision of critical intelligence tied to the 'progressive' state which would both use the state to coordinate local inquiry and deploy the state's power to promote more experimental social and economic structures; in the midst of post-World War I mass society, Dewey reconstructed critical intelligence to reappropriate information dissemination from elite control; finally, against the backdrop of the Depression, Dewey offered a vision of critical intelligence applied directly to the factory and the economy as he advocated forms of worker's control and democratic socialism driven by experimentalism and lay participation in decision-making. By examining both Dewey's extensive educational writing and his political analysis, this study gets at the essence of Dewey's evolving understanding of critical intelligence in ways not accessible through exclusive attention to his more limited political commentary. Further, Dewey's efforts to transform educational practice offer a unique vantage on how he conceptualized political change generally. My study thus suggests a fresh understanding of Dewey's educational work as a fundamentally political project.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798208693018Subjects--Topical Terms:

1179887
Education history.
Subjects--Index Terms:

Dewey, JohnIndex Terms--Genre/Form:

554714
Electronic books.

Education as politics, politics as education : = John Dewey and critical intelligence.
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