The Handbook of Dewey’s Educational Theory and Practice

In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.

Charles L. Lowery, Ed.D. (2013), Stephen F. Austin State University, is Assistant Professor of Educational Administration at Ohio University. He has published many articles on democratic educational values and the moral democratic agency of educational leaders and co-edited books, including Un-Democratic Acts: New Departures for Dialogues in School and Society (Sense Publishers, 2016) and Quantum Realities: Educational Truth Telling in an Era of Alternative Facts (Kendall Hunt, 2017).
Patrick M. Jenlink, Ed.D. (1986), Oklahoma State University, is Professor of Educational Leadership at Stephen F. Austin State University. He has published peer-reviewed publications, edited books and many articles on the moral dimensions and dispositions of educators and educational leaders, including Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education and Leadership (Rowman & Littlefield, 2009) and Educational Leadership and Moral Literacy: Understanding the Dispositions of Moral Leaders (Rowman & Littlefield, 2014).