New Studies in Deweyan Education examines in detail some of John Dewey’s most influential writings by connecting them with contemporary issues, perspectives, controversies, and debates. By bringing together scholars from the United States and Germany, this volume offers an international perspective on current implications, challenges, and risks of democracy and education in the contemporary world.This book elaborates on the continuing relevance, resourcefulness, and richne...

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liqui...

Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture.This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character o...

Anthony Giddens has been in the forefront of developments in social theory for the past decade. In The Constitution of Society he outlines the distinctive position he has evolved during that period and offers a full statement of a major new perspective in social thought, a synthesis and elaboration of ideas touched on in previous works but described here for the first time in an integrated and comprehensive form. A particular feature is Giddens's concern to connect abstract proble...

John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm ...

This is Volume of VII twenty-two on a series on Social Theory and Methodology. Originally published in 1961, this book was written because of the author’s sense of the inadequacies of a sociological tradition dominated by empiricism and positivism. The tradition of empiricism leads to attempts to settle public issues by reference to crude ad hoc generalisations. So “right-wing” facts are refuted by “left-wing” facts and vice versa, and in the argument which ensues nothing becomes clear exc...

A watershed event in the field of sociology, this text introduced "a major breakthrough in the sociology of knowledge and sociological theory generally" (George Simpson, American Sociological Review ).In this seminal book, Peter L. Berger and Thomas Luckmann examine how knowledge forms and how it is preserved and altered within a society. Unlike earlier theorists and philosophers, Berger and Luckmann go beyond intellectual history and focu...

In this major theoretical statement, the author offers a new and provocative interpretation of the institutional transformations associated with modernity. We do not as yet, he argues, live in a post-modern world. Rather the distinctive characteristics of our major social institutions in the closing period of the twentieth century express the emergence of a period of 'high modernity,' in which prior trends are radicalised rather than undermined. A post-modern social universe may eventually...

This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educ...

Drawing freely and expertly from Continental and analytic traditions, Richard Bernstein examines a number of debates and controversies exemplified in the works of Gadamer, Habermas, Rorty, and Arendt. He argues that a "new conversation" is emerging about human rationality—a new understanding that emphasizes its practical character and has important ramifications both for thought and action.

This major study develops a new account of modernity and its relation to the self. Building upon the ideas set out in The Consequences of Modernity, Giddens argues that 'high' or 'late' modernity is a post traditional order characterised by a developed institutional reflexivity. In the current period, the globalising tendencies of modern institutions are accompanied by a transformation of day-to-day social life having profound implications for personal activities. The self becomes a 'refle...

Time and the Other is a classic work that critically reexamined the relationship between anthropologists and their subjects and reoriented the approach literary critics, philosophers, and historians took to the study of humankind. Johannes Fabian challenges the assumption that anthropologists live in the "here and now," that their subjects live in the "there and then," and that the "other" exists in a time not contemporary with our own. He also pinpoints the emergence, transformat...