A Century of John and Evelyn Dewey's Schools of To-morrow: Rousseau,Recorded Knowledge,and Race in the Philosopher's Most Problematic Text

A century ago, John Dewey and his daughter Evelyn published Schools of To-morrow to nearly universal acclaim. However, over the course of the 20th century, critics of Dewey have drawn upon Schools of To-morrow to accuse him of being an uncritical disciple of French philosopher, Jean Rousseau, of being opposed to the transmission of content to students, and most recently of endorsing a curriculum that patronized Black students. As a result, the text has become John Dewey's most controversial and problematic. In this historical study, we seek to place Schools of To-morrow in its historical, intellectual, and social context. The first part of the study traces the writing and publication of the text, as well as its changing reception over the past century. The second part of the study directly responds to the three criticisms previously cited: that Dewey was a disciple of Rousseau, that Dewey was opposed to the transmission of content knowledge, and that Dewey endorsed the racially segregated school system of Indianapolis depicted in the text. Drawing upon Dewey's other writings, his course syllabi, his personal correspondence, and lecture notes, we argue that the first two accusations are unfounded, but the third is partially accurate, although incomplete. We conclude that Schools of To-morrow is an undervalued text in the Dewey cannon that warrants closer study.     

The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement,belonging and helplessness in school

It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; M_Age?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations.     

Living with parents every day of the year: A look at the three ‘L’ skills needed for effective parent-teacher communication

Living with parents every day of the year?! Sometimes it seems that way to early childhood teachers. Parents arrive with their children first thing in the morning. They have questions for you, and important things to tell you while you're trying to mix paint and to make sure the food has arrived and to put out the paper and puzzles and paste.     

埃维昂八国峰会展望

As a conservatively oriented concert,the G8 performsbest when it confronts a widespread array(排列)of serious,interrelated(相关的)challenges,led by readily(容易地)rec-ognizable second shocks that expose the vulnerabilities andthreaten the core interests and common democratic(民主的)values that all G8 members share.As the first half of 2003unfoldS(显露,呈现),the world is producing more than enonghof such demands to call forth a forceful G8 response.Thesechallenges arose simultaneously(同时地)and interrelatedly ineach of the political-security,economic,and North-Southdomains(区域).In each field they offer some immediate threatsthat all G8 members are affiicted(使痛苦、折磨)by,can readilyrecognize from earlier shocks,and can see as assaults on thecommon democratic values the G8 was created to protect.     

Environmental and social influences on reading skills as indexed by brain and behavioral responses

The research described in this article uses findings from longitudinal studies involving electrophysiological and behavioral assessments of infants and young children. Event-Related Potentials (ERPs) offer a basis for understanding how areas of the brain react to specific stimuli that are thought to play a role in the development of language and reading abilities. In this paper, we review a series of studies that identify markers in the ERPs that are related to differences in the development of language and reading skills. In addition, there is compelling evidence supporting the role of the home environment and other variables that influence the intellectual level of the child’s environment (e.g., SES, parental IQ, parenting practices, family activities) in the development of language and reading in preschool and school-aged children. In this paper, measures of these environmental variables are linked with predictions of language and reading skill development. Efforts to integrate information about the influence of the environment on brain responses to better understand the development of early language and reading skills are described.