Education for Diverse Democracy: A Deweyan Complexity-Based Vision of Schools

Session Type: Symposium

Abstract

In line with the theme for this year’s annual meeting, this session focuses on “Public Scholarship to Educate Diverse Democracies.” Specifically, the conversation focuses on the meaning and purposes of teaching, learning and schooling. The education scholars in this session use the pragmatic ideals of Dewey and scientific constructs in complexity theory to provoke conversations focused on differences and diversity as essential components for a thriving democracy.

Sub Unit

• SIG-Chaos and Complexity Theories

Chair

• William E. Doll, The University of British Columbia

Papers

• Teaching and Evaluation When Dewey Meets Feyerabend: "More Dancing, Less Marching" in Doll's Nonlinear Mode - Deborah Seltzer-Kelly, Wabash College

• The Roots of Complexity Theory in John Dewey's The School and Society - Leonard J. Waks, Temple University

• Complex Wholes and Holes in Schooling - Sarah Smitherman Pratt, University of North Texas; Randall Colvin, University of North Texas

Discussant

• Craig A. Cunningham, National Louis University