Pedagogical culture development of the teacher of the future: scientific and practical point of view by Lyubov’ A. Kochemasova

“…The author of the paper focuses on the pedagogical support of the teacher of the future in the field of popularization of science, which became possible due to the organization and holding of the International Competition of Scientific Research and Creative Works of Students “In the World of the Wise Thoughts of Nikolai Aleksandrovich Berdyaev and John Dewey.” In the study, the author’s attention is focused on the key idea of John Dewey in the development of the pedagogical culture of the teacher of the future, from which all his pedagogical principles stemmed. …”
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L’accompagnement : une gestion structurelle de l’incertitude by Sephora Boucenna

“…Having opted for the epistemology of activity, we have developed a tool to approach mental activity (mental acting out) and crossed it with the scheme of inquiry by John Dewey. In this paper we present some products of our doctoral research characterizing the accompanying activity of educational advisors from the free network of primary education in the French-speaking part of Belgium.…”
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Demokracja jako praktyka codziennego życia w przedszkolu. Z doświadczeń nauczycielek by Katarzyna Gawlicz

“…The aim of this article is to explore the practical meaning of John Dewey’s claim that democracy has to be continuously recreated, by applying it to the preschool context. …”
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DEWEY’İN DÜŞÜNCELERİNİN DARWİNCİ TEMELLERİ by Raşit Çelik, Sibel Kucukyildirim Celik

“…Bu çalışma bir demokrasi filozofu olan John Dewey’in felsefi argümanlarının temelleri üzerine bir tartışıma ortaya koymaktadır. …”
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La faute à DEWEY. À propos de quelques contresens sur sa philosophie de l’éducation by Michel Fabre

“…During the educational crisis of the 1960s in the United States, intellectuals like Hannah Arendt blame educational thought of John Dewey. He would promote chidren’s self gouverning, emphasize the pedagogical approach at the expense of content, substitute the know how to knowledge. …”
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Les outils-transducteurs dans les traductions du designer by Claire Azéma

“…In the light of Tim Ingold’s anthropology and the philosophies of Gilbert Simondon and John Dewey, we suggest defining this translation more precisely as a transduction which allows the transfer of a signal from one medium to another and which ensures throughout the correspondence between the manufacturer and the material, a gain for the individual and the environment. …”
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Quelles relations entre conceptions « quotidienne » et scientifique des compétences transversales ? by Sylvain Starck

“…To do this, we mobilize the contributions of John Dewey’s pragmatic philosophy. In this way, we consider the conceptualization work as an investigation motivated by the encounter of an indeterminated situation and aimed at solving it. …”
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Art Education as Social Experience: Victor D’Amico and the Origins of MoMA’s Progressive Educational Project by Elena Sidorova

“…Firstly, the paper explains why MoMA based its original art education program on the fundamental ideas of John Dewey’s theories of progressive education. Secondly, it analyzes the grassroots of five progressive art education initiatives launched by MoMA’s founding Director of the Department of Education Victor D’Amico in 1937-1969. …”
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The Influence of the International Economy on the Development of Democratic Values in Modern Educational Practices by Anastasiia Kostenko, Oksana Kuzmenko

“…The role of value orientations and political trust in the context of the educational environment is considered, and theoretical approaches of renowned researchers such as John Dewey, Bruno Latour, Jürgen Habermas, and Anthony Giddens are analyzed. …”
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Das Gemeinwesen, eine definitorische Annäherung by Christian Blum

“… Dieser Aufsatz unternimmt eine definitorische Annäherung an den Begriff des Gemeinwesens, um den sozialen Referenzpunkt gemeinwohlorientierter Politikgestaltung aufzuklären. In Anlehnung an John Dewey, Ferdinand Tönnies und Georg W. F. Hegel wird für ein sozial-holistisches Begriffsverständnis argumentiert: Das Gemeinwesen ist demnach ein autonomer moralischer Akteur, der aus menschlichen Personen zusammengesetzt ist, die ihre soziopolitischen Kooperationsbeziehungen nicht nur verstehen, sondern auch aktiv bejahen, über ein geteiltes Weltbild („common sense“) verfügen und mit Hervorbringung und Schutz gemeinschaftlicher Güter befasst sind. …”
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ÖĞRENME BİÇİMLERİNİ (STYLE) OKULA GETİRMEDE 4MAT SİSTEMİNİ KULLANMA by Fatma Bıkmaz

“…David Kolb (1981,1984, 1985), Carı Jung (1923), Jean Piaget (1970), John Dewey (1958), Joseph Bogen (1969, 1975), Gabriele Rico (1983), Betty Edwards (1979) ve John Bradshaw ile Norman Nettleton'un (1983) kuramları 4Mat yaklaşımına katkıda bulunmuştur.…”
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Tethys and Apulia (Adria), 100 years of reconstructions by Jolivet, Laurent

“…Central to Tethyan tectonics, Apulia, or Adria, has been drawn with different geometries and dimensions from the first concepts by Emile Argand, Kenneth Hsü or John Dewey, to the recent reconstructions by Douwe van Hinsbergen or Paul Angrand. …”
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Faire et se faire : les ressorts d’une vie éthique enseignante cohérente by Alfred Romuald Gambou

“…It emerges that the historical understanding of one's being, this self-knowledge by oneself, articulated with the in-depth knowledge of the theoretical fields because they are the ones who in the field produce the observables, and the experience in the sense of John Dewey as long as 'it allows the observation of the connections implied between the actions, the events and the facts, revitalizes the acting teacher. …”
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Indigénisme et pragmatisme au Mexique : l’expérience éducative de Carapan par Moisés Sáenz Garza by Philippe Schaffhauser

“…The objective of this article is to shed light on the use and diffusion of certain pragmatist theses concerning the methods of the philosopher John Dewey’s instrumentalism in relation to indigenous issues in the first half of the 20th century. …”
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Pour une éthique de l’environnement inspirée par le pragmatisme : l’exemple du développement durable by Alain Létourneau

“…Peirce, William James and John Dewey, can totally renew our conception both of the theoretical and of the applied work in environmental ethics. …”
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Eğitimde Yapılandırmacı Yaklaşımlar by Mehmet ARSLAN

“…Bu fikir üzerinde birçok filozof ve eğitimci çalışmış fakat yapılandırmacılığın ne olduğunu açıklayan fikirler geliştiren ilk önemli kişiler Jean Piaget ve John Dewey olmuştur. Hemen her ülkede okulları geliştirmek için hızlı değişimlerin yaşandığı günümüzde, öğretmenler yapılandırmacı yaklaşıma dayalı eğitim anlayışına büyük ilgi göstermektedirler. …”
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Projet et éducation : la question d’une présence au monde by Didier Moreau

“…Parmi les pratiques pédagogiques qui se recommandent du pragmatisme, la pédagogie du projet, initiée par John Dewey, figure en héritière légitime. Mais quels sont les fondements philosophiques du projet ? …”
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Contribuições das atividades extensionistas de astronomia na formação de educadores do campo: uma análise na Perspectiva Deweyana by Adriel Feitosa de Moura, Alexandre Leite dos Santos Silva

“…Para isso, recorreu-se à pesquisa narrativa e ao referencial teórico sobre a experiência educativa em John Dewey com cinco universitários de um curso de Licenciatura em Educação do Campo da Universidade Federal do Piauí. …”
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Qu’est-ce que problématiser ? Genèses d’un paradigme by Michel Fabre

“…On étudie ici la genèse du paradigme de la problématisation à partir de quatre philosophies du problème : John Dewey, Gaston Bachelard, Gilles Deleuze et Michel Meyer. …”
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Entre raison et passion : l’expérience des pédagogues lors de la formation et de l’application du projet PhiloJeunes by Marie Laurence Bordeleau-Payer, Élise Bourgeois-Guérin, Sivane Hirsch, Cécile Rousseau

“…L’inévitable imbrication entre la sphère rationnelle et la sphère émotionnelle amène les autrices à soutenir, dans la veine de l’héritage de John Dewey, un dépassement de cette désuète opposition, afin d’embrasser une éducation démocratique sensible qui puisse favoriser la réalisation des objectifs de prévention de la radicalisation violente par la voie de la discussion philosophique en contexte scolaire. …”
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