Global Conflicts Shattered World Peace: John Dewey’s Influence on Peace Educators and Practitioners

The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey’s ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey’s philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today

John Dewey: His Role in Public Scholarship to Educate for Peace

As 2016 is the centennial of Dewey\u27s most famous work, Democracy and Education (1916), it is important to consider Dewey\u27s role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformational period in his views about war and peace. This paper addressed Dewey’s less known political and social ideas during the rise of the “modern” American peace movement. In addition, Dewey’s views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War I, while highlighting the disparity between war and peace

Global Conflicts Shattered World Peace: John Dewey\u27s Influence on Peace Educators and Practitioners

The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey’s ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey’s philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today

John Dewey and his Evolving Perceptions of Race Issues in American Democracy

Although the election of America’s first African American President offered a glimmer of hope, change, and potential for social justice issues to impact diverse minorities in America, the emergence of the Black Lives Matter Movement continues to resonate among people of color who believe that the promise of American democracy has yet to be achieved. Over one hundred years ago, the nation’s most famous philosopher, progressive educator, and strongest advocate for the democratic way of life, John Dewey (1916), briefly addressed the matter of race in what many consider his most famous work, Democracy and Education. “An undesirable society”, he wrote, …is one which internally and externally sets up barriers to free intercourse and communication of experience. A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. (p. 99) Dewey elaborated, “[I]f democracy has a moral and ideal meaning, it is that a social return be demanded from all and that opportunity for development of distinctive capacities be afforded all. The separation of the two aims in education is fatal to democracy; the adoption of the narrower meaning of efficiency deprives it of its essential justification” (Dewey, 1916, p. 122). Despite Dewey’s own firmly held beliefs influenced by the time period in which he lived, he was nonetheless conscious of the disconnection between racial prejudice and the true nature of American democracy. How did Dewey come to grips with this social inconsistency and what advice did he give to his readers

Loyalty Oaths and Academic Witch Hunts

In New York’s public schools, colleges, and universities, teachers and professors, at the time of their hire, are required to sign the following statement: “I do solemnly swear (or affirm) that I will support the Constitution of the United States of America, the constitution of the State of New York, and that I will fully discharge, according to the best of my ability, the duties of the position . . . . . (title of position and name or affiliation of school college, university or institution to be here inserted), to which I am now assigned” (McKinney’s Consolidated Laws: Education 16, 81). This loyalty oath is similar to what most states, including New Jersey, demand as a condition for employment. It would be interesting to poll current educators to find out how many actually remember signing this pledge and what reservations, if any, they may have had. More than likely, the opportunity to receive a position outweighed any reluctance to sign on the dotted line. The curren

Education as an Instrument for Peace and Democracy: Dewey\u27s Perspective on the Rise of Nationalism

This article examines Dewey’s views on the concept of nationalism and how it should be taught in schools. Dewey was the first major American philosopher to address the positive and negative factors associated with the term, which became increasingly used for political purposes during and after World War I. Four basic aspects are addressed in this analysis. First, the authors discuss several fundamental Deweyan propositions tied to peace and citizenship. As Dewey viewed it, education is an extension of democratic ethics and healthy community-building. Second, the authors explore Dewey’s goal for achieving world citizenship and lasting peace, which was based upon a social science approach to education. Third, Dewey’s 1920’s lectures and articles related to world peace contained valuable ideas for future implementation when addressing the mandated regulations public schools are required to discharge with respect to nationalistic allegiance. Lastly, the authors detail how Dewey’s publications during this period relied on his instrumentalist technique for separating means and ends with respect to war and peace; he continuously addressed the dichotomy of means between nationalistic politics and power and that of a democratic education. The significance of this article chronicles Dewey’s views for educating students to the dangers of overzealous nationalism. This type of nationalism, he cautioned, was an impediment to the development of a peace consciousness, an important by-product of his pragmatic approach to world affairs. Dewey’s writings addressed this topic nearly 100 years ago and remain relevant today

So Long Mary / words by Geo M. Cohan

Cover: photo of a maid; Publisher: F. A. Mills (New York)https://egrove.olemiss.edu/sharris_b/1063/thumbnail.jp

Dewey in China: A Historical Look at His Message of Peace and Understanding

Not long after he arrived in East Asia, a journey he eagerly welcomed, John Dewey quickly turned his thoughts to the past world war. It was a conflict that traversed the globe, ravaged the European landscape beyond anyone’s comprehension, led to almost seventeen million deaths, and tumbled dynastic empires forever. As he began to pen an article for the liberal journal, The New Republic, he kept abreast of developments at the Treaty of Versailles. He had hoped that the victorious Allies would find common ground by putting aside partisan hatred and bitterness in favor of lasting peace. His wish was not granted. In some respects, he only had himself to blame. Although he would not admit that he was not entirely wrong for sacrificing his pragmatism to the call to arms, he did hav

Intraocular pressure measurement in the conscious rat

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74866/1/j.1600-0420.1999.770108.x.pd