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Titlebook: Dewey and European Education; General Problems and Jürgen Oelkers,Heinz Rhyn Book 2000 Springer Science+Business Media Dordrecht 2000 1989.

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,German Readers of Dewey — Before 1933 and After 1945,d pragmatism it clashed with the monarchial and idealistic patterns of school-practice and pedagogic theory right from the beginning. On the other hand, reformists of all kinds were overwhelmed with enthusiasm. But even in the democratic phases of political development this ambivalence continued. Th
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,John Dewey and the Development of Education in Russia before 1930 — Report on a Forgotten Receptiondebate there. The study’s main findings are: Both before and after the Socialist October Revolution of 1917, Dewey had a significant impact on the development of the Russian school system. The ultimate rejection of Dewey’s pedagogy towards the end of the 20s was not due to educational but to politic
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Education, not Democracy? The Apolitical Dewey,vistic psychology of learning. His ideas on socio-political reform, on the other hand, were ignored, partly intentionally, partly due to a lack of familiarity with them in detail. His major pedagogical work . received little attention. In what follows, this selective view of Dewey is discussed mainl
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,The Global Community, Religion, and Education: The Modernity of Dewey’s Social Philosophy,t debates on republicanism and communitarianism. Particularly, the anaysis of Dewey’s . (1927) concludes that the attention being paid to Dewey is problematic as specific religious assumptions — explicitly developed in A . (1934) — lie in the background of his social philosophy, and are hardly being
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,The Renewal of Dewey — Trends in the Nineties,and the fact that the pedagogical tradition, until now, has neutralized contingency and denied its systematic meaning for education. Therefore, the main traits of the ‘renewal of Dewey’ are shown in the work of some Dewey scholars who, critically and creatively, reconstruct Dewey in the mirror of po
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