The eldest sibling died in infancy, but the three surviving brothers attended the public school and the University of Vermont in Burlington with John.
In lieu of an abstract, here is a brief excerpt of the content: Bell bio Stephen M. University of Illinois Press, They focus on the topic of hope, something they notice lacking in the world.
Living in these dark times, they admit, wears on their own confidence. Like many people over thirty years old, they came of age during a time that encouraged optimism.
Today, in contrast, evidence of growing political and religious unrest, including war, widening gaps between rich and poor, and perilous ecological conditions, despite our best and most reasoned efforts to improve the world, often engenders a sense of despair.
Failure can seem inevitable. A significant problem becomes that of recovering and sustaining a sense of hope.
Fishman is determined to solve this problem by making "philosophy hit the ground" As McCarthy and he have demonstrated in earlier collaborations, Fishman is comfortable making his classroom a laboratory to test ideas; his approach to recovering hope is to design and teach a course on it.
McCarthy, his partner, graciously returns in her role as sensitive, insightful, and articulate observer. Sympathetic to Fishman's challenges and dreams, she holds up a mirror to his teaching.
The two professors also return to John Dewey's works for inspiration. Fishman notes Dewey's capacity to sustain hopefulness, even as he encountered difficult personal and public losses. This leads Fishman to find in Dewey what he calls a "road map" to a more enduring sense of hope.
Moreover, Fishman wants to see if by taking his course, students "might better understand and enhance their levels of hope" xx. Fishman devotes the first chapter to presenting his theory of "Deweyan hope. Believing that "Dewey's voice becomes clearer and more resonant when it is heard in dialogue with these other voices" xxiiiFishman devotes a chapter to each individual, although throughout the text, he does not treat them as fully as he does Dewey.
He concludes this more theoretical part of the book with a chapter titled "Highlights of a Deweyan Theory of Hope. Here she makes the course come alive by reporting on her empirical study of Fishman's upper-division course, "Philosophy and the Practice of Hope," which he taught to ten undergraduates at the University of North Carolina at Charlotte during the spring of In chapter 6, "Teaching a Course on Hope," she explains Fishman's seminarlike approach to engaging in collaborative inquiry, discusses the aim of what she calls "constructed knowing," reports on the assignments, provides portraits of the students, and recounts a class discussion.
In addition to viewing all the classes either directly or via videotape, McCarthy reflected with Fishman on student work and conducted at least four interviews with almost every student.
In chapter 7, "Undergraduates in a Course on Hope," she reports on "ideas about hope that the students were most able to use in their own lives" influence of John Dewey on both the theory and the practice of American education." --William Heard Kilpatrick "John Dewey is unquestionably the preeminent figure in American philosophy; no one.
Understanding John Dewey: Nature and Cooperative Intelligence. () Open Court Publishing Company; Crick, Nathan. Democracy & Rhetoric: John Dewey on the Arts of Becoming () University of South Carolina Press.
Fishman, Stephen M. and Lucille McCarthy.
John Dewey and the Philosophy and Practice of Hope (). University of Illinois Press. John Dewey and the Philosophy and Practice of Hope [Stephen Fishman, Lucille McCarthy] on initiativeblog.com *FREE* shipping on qualifying offers.
Inspiring new techniques for engaging students with democratic ideals John Dewey and the Philosophy and Practice of Hope combines philosophical theory with a study of its effects in an actual initiativeblog.com: In John Dewey and the Philosophy and Practice of Hope, Stephen M.
Fishman, Professor of Philosophy at the University of North Carolina, Charlotte, and Lucille McCarthy, Professor of English at the University of Maryland, join forces to experiment with John Dewey's ideas in the classroom. They focus on the topic of hope, something they notice lacking in the world.
Review: John Dewey and the Philosophy and Practice of Hope 67 Volume 25 (1) The book is divided into two parts, the first largely philosophical and the second more practical. Fishman devotes the first chapter to presenting his theory.
Introduction to John Dewey's Philosophy of Education. Education is life itself. - John Dewey. John Dewey () believed that learning was active and schooling unnecessarily long and restrictive.