A Comparative Hermeneutic Study of Dewey's Dialectics and German Philosophers of Education and Pedagogy

• In Event: Holistic Education, Learning From Experience, and Pedagogy

Abstract

This paper presents findings from a comparative study of Dewey’s writings on education and pedagogy. Scholars from the U.S. and Germany have been engaged in a hermeneutic study of Dewey’s writings on education and pedagogy that were published amidst an earlier time of complexities, innovation, and change with the Industrial Revolution, increasing diversity due to immigration, war, and a pandemic. We read Dewey’s writings hermeneutically and in an international comparative project, comparing Dewey’s theory of Growth to Bildung and language from education to Erziehung and pedagogy with their historical roots in German education. We argue reading Dewey hermeneutically provides a generative approach to educational study and practice that is responsive to the multi-faceted crises contextualizing contemporary education.

Authors

• Daniel J. Castner, Indiana University
  Presenting Author

• Anja Kraus, Linnaeus University
  Presenting Author

• Agnes Pfrang, University Erfurt
  Presenting Author

• Todd Alan Price, National Louis University
  Presenting Author

• Rose M. Ylimaki, Northern Arizona University
  Presenting Author