Skip navigation

Tag Archives: John Dewey

John Dewey


The Department of Education Policy, Organization and Leadership at the Universityof Illinois, Urbana-Champaign and the journal Educational Theory are pleased to announce the Fifth Annual Educational Theory Summer Institute.

Scholars in educational philosophy and theory from around the world will be invited to a three-day Institute to carry out a focused research project that will be published as a special issue of the journal Educational Theory. The journal will cover participants’ travel and lodging expenses and provide meals throughout the event. We hope that this Summer Institute provides a valuable opportunity for scholars to collaborate with each other and to interact with faculty and students from the University of Illinois, as well as other neighboring institutions.

Groups of scholars who are interested in participating should submit a prospectus for a project, which will be evaluated by University of Illinois faculty and, where appropriate, invited outside experts. The project that is selected will normally comprise 6-8 paper proposals, depending on the length of the papers. Draft versions of these papers will need to be completed before the Institute, so that colleagues at Illinois and other participants can review the materials before the invited scholars arrive. During the three-day visit, there will be closed sessions, limited to the proposal authors and a very small number of University of Illinois colleagues, to discuss the papers in a workshop format, providing critical and constructive feedback, considering the papers in relation to each other, and discussing how best to craft the set of papers as a collection for a special issue of Educational Theory. There will also be open sessions, where participants formally present their work as individual papers or in a panel format; these sessions will be open to anyone who wishes to attend, including students. The goal of the Institute is to have a focused set of conversations around the papers and the larger issues they raise.

We believe that the Summer Institute will be of great benefit to the invitees, to receive feedback on their work, to work with each other, and to get a chance to interact withUniversity ofIllinois colleagues. The result, we expect, will be a set of papers that are of high quality and more closely integrated with each other than is typical of most edited collections. Separate publication as a book may be a possibility.



We want to keep the scope of possible submissions broad, but any submission should relate philosophical and/or theoretical perspectives to a prevailing issue of educational research, policy or practice. This does not mean that only narrowly “applied” work will be considered. But the evaluation of the proposals will bear upon not only the quality of the papers as scholarly pieces; the salience and timeliness of the issues addressed will also be an important factor.


We request that all submissions be sent electronically to: by January 21, 2013. A decision will be made by February 11, 2013. The current dates for the Institute are August 19-21, 2013.

Application Process

Interested participants should submit the following materials:

(1) An overall description and rationale for the collection, roughly 1000 words, which highlights the significance and potential impact of the project;

(2) A list of the authors, with brief bios, and titles of the proposed papers along with an abstract for each of 750 words, including an estimated word length (the total word length of all the completed papers should not exceed 50,000 words, including footnotes);

(3) A letter from each participant promising that if the project is selected they will complete and submit a draft version of their paper by July 29, 2013, they will commit to attending the full three-day Institute at Illinois, and they will agree to have their paper published by Educational Theory as part of the symposium.


There are no restrictions on participants, though the total number of participants should not exceed eight. Due to length restrictions for a journal issue, the total number of articles should also not exceed eight. Co-authored papers are acceptable, but in such cases it may be necessary to designate one representative for on-site participation. Students, writing individually or as co-authors with other contributors, are not excluded from eligibility. Submissions that include international scholars are welcomed. Previous applicants are eligible to revise and resubmit earlier proposals, without prejudice.

Direct any questions to the Editor of Educational Theory, Nicholas Burbules (




‘Cheerful Sin’ – a song by Victor Rikowski:

‘The Lamb’ by William Blake – set to music by Victor Rikowski:


Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:


Online Publications at:


The Pond at Night

The Pond at Night


Educating Future Generations of Community Gardeners: A Deweyan Challenge

Shane Jesse Ralston



In this paper, I formulate a Deweyan argument for school gardening that prepares students for a specific type of gardening activism: community gardening, or the political activity of collectively organizing, planting and tending gardens for the purposes of food security, education and community development. Though not identical, a related type of gardening activism, guerrilla gardening, or the political activity of reclaiming unused urban land, sometimes illegally, for purposes of cultivation and beautification, is also implicated. Historically, community gardening in the U.S. has been associated with relief projects during periods of economic downturn and crisis, urban blight and gentrification, as well as nationalism, nativism and racism. Despite these last few unfortunate associations, the American philosopher John Dewey detached school gardening from the nativist’s tool-kit, portraying it as a gateway to more enriching adult experiences, not as a technique for assimilating immigrant children to a distinctly American way of life. One of those experiences that school gardening can prepare children for is environmental political activism, particularly involvement in gardening movements. Dewey did not mention this collateral benefit. Nevertheless, an argument can be made that garden advocacy—or, more specifically, participation in politically-motivated gardening movements—is an acceptable interpretation, or elaboration, of what Dewey meant by “a civic turn” to school gardening.

To read the full article, go to:

Critical Education, Vol.3 No.3 (April 17, 2012):




Posted here by Glenn Rikowski

The Flow of Ideas:

MySpace Profile:

Rikowski Point:


Online Publications at:

Glenn Rikowski on Facebook at:

Glenn Rikowski’s MySpace Blog:

Maria Montessori


This is a Report on the Montessori Method written by Jonathan France, a final year student in Education Studies at the University of Northampton.

It was written as a short assignment for the Adventures in Educational Theory & Practice module (EDU3028) that Jon studied during the 2010-2011 academic year.


Jon’s Report can now be found at The Flow of Ideas website:

France, J. (2010) Report on Montessori, 30th November, Education Studies, School of Education, University of Northampton, online at ‘The Flow of Ideas’:


Posted here by Glenn Rikowski

The Flow of Ideas: