An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)
This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been expo...
Gespeichert in:
| Veröffentlicht in: | Oxford review of education 1997-12, Vol.23 (4), p.427-445 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 445 |
|---|---|
| container_issue | 4 |
| container_start_page | 427 |
| container_title | Oxford review of education |
| container_volume | 23 |
| creator | Brehony, Kevin J. |
| description | This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been exposed to. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English education system are found to be misleading. An alternative account that highlights the contribution of J.J. Findlay and his sister Maria in introducing Dewey to an English audience is presented and the role played by Dewey's educational thought in the transformation of the Froebelian pedagogy is emphasised. Other readings of Dewey by English educationalists are discussed in order to show the nature of their reception but also how small was the circle that made reference to Dewey in their work. |
| doi_str_mv | 10.1080/0305498970230401 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ578576</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ578576</ericid><jstor_id>1050860</jstor_id><sourcerecordid>1050860</sourcerecordid><originalsourceid>FETCH-LOGICAL-c468t-1f459647ceae47da9f7b52e02d7e8109d2723d13cbb059ba99e724d2061586163</originalsourceid><addsrcrecordid>eNqFkc9rFDEUx4MouFbvHjwMCq49jL78TvAgpd3WSsGD9hwySUazzCY1maHuf--sKyoL1dM7fD7f73vwEHqK4TUGBW-AAmdaaQmEAgN8Dy0wE7ylGvP7aLHD7cz5Q_So1jUACMnoAn06Sc3yOvmQou2GsGxs8s3yLFZbx5KnumwuUz9MIbnwrjkLt2H701ilL0OsX5uVn5wdY07NK6w0b7Gm-vgxetDboYYnv-YRuj5ffT593159vLg8PblqHRNqbHHPuBZMumADk97qXnacBCBeBoVBeyIJ9Zi6rgOuO6t1kIR5AgJzJbCgR-jlvvem5G9TqKPZxOrCMNgU5tONwIxjRuQsPj8Q13kqab7NkLmLcaLVLL24S8JKSkwV5TsL9pYrudYSenNT4saWrcFgdo8wh4-YI8_2kVCi-62vPnCpuBR_8LqOufxVx0EJmPHbPY6pz2Vjb3MZvBntdsilLza5WA39x27x3_RhyIzfR_oDTJmskQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>215845298</pqid></control><display><type>article</type><title>An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)</title><source>PAIS Index</source><source>Sociological Abstracts</source><source>Periodicals Index Online</source><source>Jstor Complete Legacy</source><source>Taylor & Francis:Master (3349 titles)</source><source>Education Source</source><creator>Brehony, Kevin J.</creator><creatorcontrib>Brehony, Kevin J.</creatorcontrib><description>This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been exposed to. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English education system are found to be misleading. An alternative account that highlights the contribution of J.J. Findlay and his sister Maria in introducing Dewey to an English audience is presented and the role played by Dewey's educational thought in the transformation of the Froebelian pedagogy is emphasised. Other readings of Dewey by English educationalists are discussed in order to show the nature of their reception but also how small was the circle that made reference to Dewey in their work.</description><identifier>ISSN: 0305-4985</identifier><identifier>EISSN: 1465-3915</identifier><identifier>DOI: 10.1080/0305498970230401</identifier><identifier>CODEN: OREDDZ</identifier><language>eng</language><publisher>Oxford: Taylor & Francis Group</publisher><subject>Authors ; Boards of education ; Children ; Dewey (John) ; Dewey, John (1859-1952) ; Education ; Educational Assessment ; Educational History ; Educational Ideologies ; Educational Practices ; Educational Theories ; Elementary schools ; England ; English teacher education ; Foreign Countries ; Higher Education ; History ; Influence ; Intellectual History ; Kindergarten education ; National Curriculum ; Pedagogy ; Pragmatism ; Primary education ; Progressive Education ; Research Problems ; Teacher education ; Teacher Improvement ; Teacher Qualifications ; Teaching Methods ; Theory ; Theory Practice Relationship</subject><ispartof>Oxford review of education, 1997-12, Vol.23 (4), p.427-445</ispartof><rights>Copyright Taylor & Francis Group, LLC 1997</rights><rights>Copyright 1997 Carfax Publishing Ltd</rights><rights>Copyright Carfax Publishing Company Dec 1997</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c468t-1f459647ceae47da9f7b52e02d7e8109d2723d13cbb059ba99e724d2061586163</citedby><cites>FETCH-LOGICAL-c468t-1f459647ceae47da9f7b52e02d7e8109d2723d13cbb059ba99e724d2061586163</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1050860$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1050860$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,801,27853,27856,27911,27912,33762,58004,58237,59632,60421</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ578576$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Brehony, Kevin J.</creatorcontrib><title>An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)</title><title>Oxford review of education</title><description>This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been exposed to. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English education system are found to be misleading. An alternative account that highlights the contribution of J.J. Findlay and his sister Maria in introducing Dewey to an English audience is presented and the role played by Dewey's educational thought in the transformation of the Froebelian pedagogy is emphasised. Other readings of Dewey by English educationalists are discussed in order to show the nature of their reception but also how small was the circle that made reference to Dewey in their work.</description><subject>Authors</subject><subject>Boards of education</subject><subject>Children</subject><subject>Dewey (John)</subject><subject>Dewey, John (1859-1952)</subject><subject>Education</subject><subject>Educational Assessment</subject><subject>Educational History</subject><subject>Educational Ideologies</subject><subject>Educational Practices</subject><subject>Educational Theories</subject><subject>Elementary schools</subject><subject>England</subject><subject>English teacher education</subject><subject>Foreign Countries</subject><subject>Higher Education</subject><subject>History</subject><subject>Influence</subject><subject>Intellectual History</subject><subject>Kindergarten education</subject><subject>National Curriculum</subject><subject>Pedagogy</subject><subject>Pragmatism</subject><subject>Primary education</subject><subject>Progressive Education</subject><subject>Research Problems</subject><subject>Teacher education</subject><subject>Teacher Improvement</subject><subject>Teacher Qualifications</subject><subject>Teaching Methods</subject><subject>Theory</subject><subject>Theory Practice Relationship</subject><issn>0305-4985</issn><issn>1465-3915</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1997</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>7TQ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><sourceid>BHHNA</sourceid><recordid>eNqFkc9rFDEUx4MouFbvHjwMCq49jL78TvAgpd3WSsGD9hwySUazzCY1maHuf--sKyoL1dM7fD7f73vwEHqK4TUGBW-AAmdaaQmEAgN8Dy0wE7ylGvP7aLHD7cz5Q_So1jUACMnoAn06Sc3yOvmQou2GsGxs8s3yLFZbx5KnumwuUz9MIbnwrjkLt2H701ilL0OsX5uVn5wdY07NK6w0b7Gm-vgxetDboYYnv-YRuj5ffT593159vLg8PblqHRNqbHHPuBZMumADk97qXnacBCBeBoVBeyIJ9Zi6rgOuO6t1kIR5AgJzJbCgR-jlvvem5G9TqKPZxOrCMNgU5tONwIxjRuQsPj8Q13kqab7NkLmLcaLVLL24S8JKSkwV5TsL9pYrudYSenNT4saWrcFgdo8wh4-YI8_2kVCi-62vPnCpuBR_8LqOufxVx0EJmPHbPY6pz2Vjb3MZvBntdsilLza5WA39x27x3_RhyIzfR_oDTJmskQ</recordid><startdate>19971201</startdate><enddate>19971201</enddate><creator>Brehony, Kevin J.</creator><general>Taylor & Francis Group</general><general>Carfax Publishing</general><general>Carfax Publ. Co</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HWXIY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>0-V</scope><scope>3V.</scope><scope>7TQ</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8BJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DHY</scope><scope>DON</scope><scope>DPSOV</scope><scope>DWQXO</scope><scope>FQK</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>JBE</scope><scope>KC-</scope><scope>M0P</scope><scope>M2L</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope></search><sort><creationdate>19971201</creationdate><title>An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)</title><author>Brehony, Kevin J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c468t-1f459647ceae47da9f7b52e02d7e8109d2723d13cbb059ba99e724d2061586163</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1997</creationdate><topic>Authors</topic><topic>Boards of education</topic><topic>Children</topic><topic>Dewey (John)</topic><topic>Dewey, John (1859-1952)</topic><topic>Education</topic><topic>Educational Assessment</topic><topic>Educational History</topic><topic>Educational Ideologies</topic><topic>Educational Practices</topic><topic>Educational Theories</topic><topic>Elementary schools</topic><topic>England</topic><topic>English teacher education</topic><topic>Foreign Countries</topic><topic>Higher Education</topic><topic>History</topic><topic>Influence</topic><topic>Intellectual History</topic><topic>Kindergarten education</topic><topic>National Curriculum</topic><topic>Pedagogy</topic><topic>Pragmatism</topic><topic>Primary education</topic><topic>Progressive Education</topic><topic>Research Problems</topic><topic>Teacher education</topic><topic>Teacher Improvement</topic><topic>Teacher Qualifications</topic><topic>Teaching Methods</topic><topic>Theory</topic><topic>Theory Practice Relationship</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Brehony, Kevin J.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 25</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>PAIS Index</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>Politics Collection</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Politics Collection</collection><collection>Education Database</collection><collection>Political Science Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Oxford review of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Brehony, Kevin J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ578576</ericid><atitle>An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)</atitle><jtitle>Oxford review of education</jtitle><date>1997-12-01</date><risdate>1997</risdate><volume>23</volume><issue>4</issue><spage>427</spage><epage>445</epage><pages>427-445</pages><issn>0305-4985</issn><eissn>1465-3915</eissn><coden>OREDDZ</coden><abstract>This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been exposed to. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English education system are found to be misleading. An alternative account that highlights the contribution of J.J. Findlay and his sister Maria in introducing Dewey to an English audience is presented and the role played by Dewey's educational thought in the transformation of the Froebelian pedagogy is emphasised. Other readings of Dewey by English educationalists are discussed in order to show the nature of their reception but also how small was the circle that made reference to Dewey in their work.</abstract><cop>Oxford</cop><pub>Taylor & Francis Group</pub><doi>10.1080/0305498970230401</doi><tpages>19</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0305-4985 |
| ispartof | Oxford review of education, 1997-12, Vol.23 (4), p.427-445 |
| issn | 0305-4985 1465-3915 |
| language | eng |
| recordid | cdi_eric_primary_EJ578576 |
| source | PAIS Index; Sociological Abstracts; Periodicals Index Online; Jstor Complete Legacy; Taylor & Francis:Master (3349 titles); Education Source |
| subjects | Authors Boards of education Children Dewey (John) Dewey, John (1859-1952) Education Educational Assessment Educational History Educational Ideologies Educational Practices Educational Theories Elementary schools England English teacher education Foreign Countries Higher Education History Influence Intellectual History Kindergarten education National Curriculum Pedagogy Pragmatism Primary education Progressive Education Research Problems Teacher education Teacher Improvement Teacher Qualifications Teaching Methods Theory Theory Practice Relationship |
| title | An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939) |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-15T11%3A24%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An%20'Undeniable'%20and%20'Disastrous'%20Influence?%20Dewey%20and%20English%20Education%20(1895-1939)&rft.jtitle=Oxford%20review%20of%20education&rft.au=Brehony,%20Kevin%20J.&rft.date=1997-12-01&rft.volume=23&rft.issue=4&rft.spage=427&rft.epage=445&rft.pages=427-445&rft.issn=0305-4985&rft.eissn=1465-3915&rft.coden=OREDDZ&rft_id=info:doi/10.1080/0305498970230401&rft_dat=%3Cjstor_eric_%3E1050860%3C/jstor_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=215845298&rft_id=info:pmid/&rft_ericid=EJ578576&rft_jstor_id=1050860&rfr_iscdi=true |