Dewey, Democracy, and Interdisciplinary Learning: A Scottish Perspective

Autor/in	Thorburn, Malcolm
Titel	Dewey, Democracy, and Interdisciplinary Learning: A Scottish Perspective
Quelle	In: Oxford Review of Education, 43 (2017) 2, S.242-254 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1284657
Schlagwörter	Foreign Countries; Democracy; Interdisciplinary Approach; Progressive Education; Relevance (Education); Intellectual History; Curriculum Development; Educational Change; Educational Improvement; Integrated Curriculum; Teaching Methods; Educational Philosophy; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Reformpädagogik; Progressive Erziehung; Relevance; Relevanz; Geistesgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Interest in progressive education ideas has often been accompanied by advocacy for greater use of interdisciplinary and holistic learning approaches, as these are considered beneficial in conceptual, curriculum, and pedagogical terms. The paper reviews the possibilities for progress on this basis and contextualises the paper around three concurrent watershed moments in Scottish education: the end of the five-year programme implementation phase of a Curriculum for Excellence; the half-century anniversary of comprehensive schooling (1965-2015); and the centennial anniversary of the publication of Democracy in Education by John Dewey. Following a brief outlining of the Scottish policy context, the paper analyses the influence of Dewey on conceptions of curriculum integration and interdisciplinary learning and their connections with curriculum planning, effective pedagogical practices, and whole school reforms. Analysis describes the areas of conceptual clarity required and reviews how exactly versions of interdisciplinary learning might operate in practice. It is argued that the learner-led ideals championed by Dewey can still provide guidance and traction to help ensure that policy and practice gains are more than modest and variable. However, progress is likely to be greatest if school organisational changes accompany alterations to the curriculum and pedagogical culture in schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01