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Introduction | ||
Why Care About Dewey Now? | ||
Why This Book Now? | ||
Why Care About Steve Fishman's Introduction to Philosophy Class? | ||
The Authors' Histories with John Dewey | ||
Ch. 1 | Dewey's Educational Philosophy: Reconciling Nested Dualisms | |
Ch. 2 | Nested Dualisms Underlying Dewey's Student-Curriculum Integration | |
Ch. 3 | Moral Traits of Character and Dewey's Student-Curriculum Integration | |
Ch. 4 | Dewey's Ideology and His Classroom Critics | |
Ch. 5 | My Own Schooling Without Student-Curriculum Integration | |
Ch. 6 | My Own Teaching Without Student-Curriculum Integration | |
Ch. 7 | Qualitative Research in a Deweyan Classroom | |
Ch. 8 | Integrating Student and Curriculum Indirectly | |
Ch. 9 | Classroom Continuities and Interactions | |
Ch. 10 | A Deweyan Perspective on Student Projects: Construction and Criticism, Synthesis and Analysis | |
Ch. 11 | Students' Residues for Future Learning | |
Conclusion - Dewey's Relevance to Contemporary Education | ||
App. A | Introduction to Philosophy "Class Reflection Log" (CRL) Questions | |
App. B | McCarthy's Memo to Focus Students about Think-Alouds | |
App. C | Fishman's Final Letter Exchange Assignment | |
App. D | Fishman's Instructions Regarding the Term-Project Essay | |
Works Cited | ||
Index | ||
About the Authors |
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