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Democratic education and the teacher-as-prophet : exploring the religious work of schools / by Jeffery W. Dunn.

By: Dunn, Jeffery W [author.]Contributor(s): Taylor and FrancisMaterial type: Text

TextSeries: Routledge research in educationPublisher: Boca Raton, FL : Routledge, an imprint of Taylor and Francis, 2018Edition: First editionDescription: 1 online resource (180 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781351011730Subject(s): Democratic Education | Education Policy | Jeffery W Dunn | John Dewey | Neoliberalism | Neoliberal Education | Philosophy Of Education | Philosophy Of Religion | Prophetic Teaching | Religious Education | Social Justice Education | Teacher Education | Teacher-As-ProphetAdditional physical formats: Print version: : No titleDDC classification: 370.1 LOC classification: LB14.7Online resources: Click here to view.

Contents:

chapter Introduction -- chapter 1 The Problem of Neoliberalism in Education -- chapter 2 Religion in Schools as a Solution -- chapter 3 John Dewey and the 'Religious' Work of Schools -- chapter 4 The Teacher-as-Prophet -- chapter 5 The Prophetic Work of the Teacher.

Abstract: This volume aims to reveal how Dewey's notion of the religious-understood as faith in the human relational condition-offers a way to think differently about the aims and purposes of education. After exploring the effects of neoliberal conceptions of schooling against broader democratic forms of education, this book suggests that Dewey's vision of the "teacher-as-prophet" is a useful model for positioning teachers as agents of social change. By catalysing the religious work of schools-understood not as teaching religion, but as a process of social unification-the Deweyan teacher-as-prophet can stimulate experimentation towards a democratic ideal of schooling.

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This volume aims to reveal how Dewey's notion of the religious-understood as faith in the human relational condition-offers a way to think differently about the aims and purposes of education. After exploring the effects of neoliberal conceptions of schooling against broader democratic forms of education, this book suggests that Dewey's vision of the "teacher-as-prophet" is a useful model for positioning teachers as agents of social change. By catalysing the religious work of schools-understood not as teaching religion, but as a process of social unification-the Deweyan teacher-as-prophet can stimulate experimentation towards a democratic ideal of schooling.

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