distressing drop out rates, government mandates tend to envelope schools and classrooms into a smothering sameness, and this lack of creativity may ironically squash vaunted American ingenuity and ambition. At the same time, some argue that general standards give all students an equal opportunity for a good education. Somewhere in the middle are educators, families, and community members who would like some input in the process. Education philosophers such as John Dewey continue to be important in the debate because he generally addressed the concerns of students, teachers, families and communities concerning the overall purpose and aims of education. The ideas of John Dewey continue to be an influential voice in progressive education, constructivist learning, and community participation. Deweyan views on education and American democracy are intertwined, characterized by individual, intrinsic desires that is both experimental and connected to needs of community (Dewey, 1916). Examples of outreach programs such as the 31ers may exemplify earlier principles of John Dewey and others who espoused experiential, discovery based education and the role of education as part of the larger community and a healthy democracy (Dewey, 1916). There continues to be passionate debate of the purpose of education. American education has long shifted between vocational / consumerist aims and a liberal, character building model, reflecting the of idealism and practicality, nation’s dual nature individualism and community (Bowen, 1999). The input of community interests, such as co-production and expanded education initiatives may provide an alternative to the, overall co-modification of education, with schools serving as delivery models to satisfied customers (Aronowitz, 2008).
distressing drop out rates, government mandates tend to envelope schools and classrooms into a smothering sameness, and this lack of creativity may ironically squash vaunted American ingenuity and ambition. At the same time, some argue that general standards give all students an equal opportunity for a good education. Somewhere in the middle are educators, families, and community members who would like some input in the process. Education philosophers such as John Dewey continue to be important in the debate because he generally addressed the concerns of students, teachers, families and communities concerning the overall purpose and aims of education. The ideas of John Dewey continue to be an influential voice in progressive education, constructivist learning, and community participation. Deweyan views on education and American democracy are intertwined, characterized by individual, intrinsic desires that is both experimental and connected to needs of community (Dewey, 1916). Examples of outreach programs such as the 31ers may exemplify earlier principles of John Dewey and others who espoused experiential, discovery based education and the role of education as part of the larger community and a healthy democracy (Dewey, 1916). There continues to be passionate debate of the purpose of education. American education has long shifted between vocational / consumerist aims and a liberal, character building model, reflecting the nation’s dual nature of idealism and practicality, individualism and community (Bowen, 1999). The input of community interests, such as co-production and expanded education initiatives may provide an alternative to the, overall co-modification of education, with schools serving as delivery models to satisfied customers (Aronowitz, 2008).
final_revised_dissertation_7-14-2012.docx