{"product_id":"turning-pragmatism-into-practice-9781475837711","title":"Turning Pragmatism into Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDespite the founding of the modern social studies curriculum nearly a century ago based on John Dewey's pragmatism philosophy, the field has never achieved a significant and broad implementation of his ideas. Dewey's instrumentalism offers social studies educators a tool for addressing vexing problems such as whether they should design classroom experiences using a traditional or a social studies approach to learning history, the role of digital technologies, the purpose and challenges of younger learners working with an expanding horizons curriculum, and many more. At the same time, Dewey's time-tested theories describe how students use the social studies curriculum to make meaning as well as provide teachers a blueprint for implementing engaging and interactive lessons. We have neglected Dewey, which has led to confusion, student disinterest, and widespread teaching methodologies contrary to theoretical and research best practices. Revisiting Dewey provides the why and how of what we\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eJohn Dewey’s pedagogical concepts are timeless and Dr. Stuckart has delivered the preeminent writing on Dewey for the social studies classroom. His book provides social studies educators with the mechanisms for using Dewey’s instrumentalism philosophy to facilitate student learning towards an informed democratic populace. This should be on the bookshelf of every social studies educator! -- Kenneth Carano, associate professor, Western Oregon University; executive editor, Oregon Journal of the Social Studies\u003cbr\u003eDaniel Stuckart’s Turning Pragmatism into Practice: A Vision for Social Studies Teachers, a text aimed at pre-service and practicing teachers, provides a vision for turning the philosophic constructs of John Dewey into a vision of what a secondary social studies curriculum and classroom might look like. By providing the reader an understanding of inquiry-based learning Professor Stuckart hopes to guide educators towards the establishment of democratic norms as part of secondary social studies classroom experiences. -- Richard Diem, dean emeritus, University of Texas at San Antonio; past-president of the National Council for the Social Studies\u003cbr\u003eIn his new book, Daniel Stuckart provides a comprehensive yet accessible treatment of how Dewey’s philosophy can inform social studies teachers tending the curricular-instructional gate. -- Stephen J. Thornton, professor of Social Science Education, University of South Florida; author of the award-winning “Teaching Social Studies That Matters: Curriculum for Active Learning”\u003cbr\u003eIn many ways, the social studies has been turning in circles for a century. In this engaging book, Daniel Stuckart revisits, revitalizes, and returns the field to the educational ideas of John Dewey that might enliven classrooms. Stuckart takes the rather dense works from Dewey's long career and makes them accessible for educators and applicable to the classroom. Pre-service to veteran social studies educators would be wise to engage with these pragmatic ideas as they prepare the next generation of citizens for democratic living. -- Daniel G. Krutka, assistant professor of social studies education, University of North Texas; chair, Social Studies Research SIG of the American Educational Research Association\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eCHAPTER 1.Nature \t\tFrom Humble Origins to Greatness \t\tHis Works \t\t\tOrganizational Strategies Related to Dewey’s Writings \t\t\tIdeological Trends and Major Works \t\tDewey and the Social Studies \t\t\tA Paradox or Misunderstanding? \tA Radical Turn in Philosophy \t\tGreek and Early Modern Metaphysics \t\tDewey’s Theory of Nature \tThe Social Studies Wars Revisited \t\tDewey’s Philosophy in Action \t\t\tThe Instrumental Nature of Social Studies and the Social Sciences \t\t\tMisunderstanding the Middle Position \tDeveloping a Democratic Vision for Teaching Social Studies \t\tThe Central Problem of the Social Studies \t\tDeveloping a Rationale for Teaching Social Studies \tSummary  2.Curriculum \t\tHuman Participation in Nature’s Rhythms \t\tThe Unity of Teaching and Learning \tThe Social Studies Teacher’s Interaction \t\tTeacher Beliefs and Enacting a Social Studies Curriculum \t\tThe Intersection of Beliefs and Teacher Preparation \t\tAims Talk Revisited \tThe Three Pedagogical Traditions \t\tThe Traditional Approach: Citizenship Transmission Teachers \t\tDisciplinary Tools: Social Scientist Approach Teachers \t\tDewey in Action: Reflective Inquiry Teachers \tDesigning and Implementing a Reflective Inquiry Curriculum \t\tActive Occupations \t\tCurriculum Structures \t\t\tLong-Term Projects \t\t\tThematic Units \t\t\tIssues-Centered Units and Lessons \t\t\tReverse Chronology Units \tThe Social Studies Curriculum Continuum \t\tUsing the Curriculum to Enlarge an Experience \tSummary 3.Experience \tExperience and the Natural World \t\tHaving an Experience \t\tThe Denotative Method: Evolution Versus Intelligent Design \t\t\tScientific Principles \t\t\tThe Public and Its Social Beliefs \tDewey, Experience and Education \t\tEducative Experiences \t\tCharacteristics of Educative Social Studies Experiences \t\tPsychologizing the Social Studies Curriculum with Experience \tExperience and Judgment \t\tMoral Development as Judgment \t\tHistorical Judgment \tHistory Education as Instrumental \tSummary 4.Morality \t\tImpulse Psychology \t\tInterest and Growth in Education \t\t\tMaslow’s Hierarchy \t\t\tDeveloping Student Interests \t\tInterest and Pleasure \t\tEffort, Motivation and Thinking \tValuation and Ethics \t\tValuation Theory \t\t\tPrimitive Valuations \t\t\tValuings, Desires and Interests \t\t\tMeans-End Relationships \t\tContextualism \tMoral Philosophy \t\tDewey’s Moral Life \t\t\tHabits \tA Moral Self \t\t\tTeacher Character Traits and Attitudes \t\t\tCharacter Education \t\t\tA Social Studies Reflective Moral Inquiry Model \tSummary 5.Inquiry \tA Return to Dewey’s Ontology \t\tThe Nature of Inquiry \t\tThe Unification of Theory and Practice in a Problematic Situation \t\t\tKnowledge as Production \t\t\tInquiry and Tools \t\tA New Terminology for Old Ways of Doing and Undergoing \t\t\tInquiry as Continuous \tDoing the Social Studies \t\tSocial Studies Inquiry \t\t\tInquiry is More than Big Investigations \t\tDigital Tools and Artifacts \t\t\tThe Problem \tThe Curious Case of the Common Core State Standards \tSummary 6.Citizenship \tDewey’s Democracy \t\tSocial Naturalism \t\tThe State as Instrument \t\tYoung Persons’ Publics \t\tPublics, Officials and Government \t\tPublics and Democracy \t\t\tPublic Officials as Experts \t\tPublic Problems \tThe Social Studies \t\tControversial Public Issues \t\t\tRefining Your Rationale with CPI and Local Values \t\t\tBuilding a CPI Curriculum \t\t\tEnacting a PPD Curriculum \t\tDiscussion \t\tDemocracy in Schools \tSummary \tReferences","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040251412823,"sku":"9781475837711","price":31.5,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475837711.jpg?v=1750946162","url":"https:\/\/bookcurl.com\/products\/turning-pragmatism-into-practice-9781475837711","provider":"Book Curl","version":"1.0","type":"link"}