New England town whose civic culture of town-hall democracy and Protestant voluntarism shaped the democratic ... of experimental science.
* Dewey, J. (1916). //Democracy and Education//. Macmillan.
* Dewey, J. (1938).... 25). //Experience and Nature//. Open Court.
==== Democracy and Education: The School as Embryonic Community ====
//Democracy and Education// (1916), widely regarded as Dewey'
ucational effectiveness and social justice.
==== Democracy as Education: Civic Participation and Social Refo... Addams shared with John Dewey the conviction that democracy was not a system of government but a mode of asso... precondition and continuous expression. Her book Democracy and Social Ethics (1907) — the most theoretically... eful critic of what she saw as the degradation of democracy by machine politics, commercial culture, and indu
on reflected principles of justice, equality, and democracy:
1. **Architect of Social Justice:** Ambedkar wa... njoy basic rights and freedoms.
3. **Promoter of Democracy:** Ambedkar believed in the principles of democracy and worked to ensure that the Constitution established a... balances, separation of powers, and parliamentary democracy to uphold the values of governance by the people,
— anticipates later formulations of deliberative democracy, in which the quality of public reasoning is dire... educational theory today.
==== Civic Education, Democracy, and the School of Rhetoric ====
Isocrates found... tion of education and civic life was impossible: "democracy is not simply the sum of individual opinions; democracy is the reason that enhances the collective will." Hi
cational debate is her book //Not for Profit: Why Democracy Needs the Humanities// (2010), in which she argue... are different — and instrumentally essential for democracy, since democratic self-governance requires citize... * Nussbaum, M. C. (2010). //Not for Profit: Why Democracy Needs the Humanities//. Princeton University Pres
lues needed for participation in a representative democracy. His vision crystallised in the early 1830s when ... riculum was rooted in Grundtvig's conviction that democracy required an informed citizenry: courses included ... ents for productive, participatory life in Danish democracy. By Danish law, folk high schools must today prom
his final public lectures — on monarchism versus democracy, and on Eastern and Western ethics — just months ... ị Chủ Nghĩa và Dân Trị Chủ Nghĩa" (Monarchism and Democracy) and "Đạo Đức và Luân Lý Đông Tây" (Morality and ... rị Chủ Nghĩa và Dân Trị Chủ Nghĩa [Monarchism and Democracy] (lecture, 1925)
* Đạo Đức và Luân Lý Đông Tây
ssroom strategy but a prerequisite of functioning democracy. Socrates' genius, on this account, lay in his qu... s life. Microdemocracy is thus not a metaphor for democracy but an actual practice of it: the accumulation of
===== Key Contributions =====
==== Education for Democracy ====
Meier's governing educational idea is that ... ls were meant to be, in her phrase, "hothouses of democracy" — preparation for a life of free, rich community
hooling.
* Canada, G. (1999b). The currents of democracy: The role of small liberal arts colleges. //Daeda... /, 57(4).
* Canada, G. (1999b). The currents of democracy: The role of small liberal arts colleges. //Daeda
sion.
==== Relational Pedagogy and Participatory Democracy ====
Education in Reggio Emilia is, at its deepest level, a hypothesis about democracy — about what it means for children, teachers, fam
ns as ends, to worship freedom, industrialism, or democracy as goods in themselves rather than as instruments... ing genuine human flourishing. Arnold argued that democracy was "a very good horse to ride, but to ride somew
) and Alexis de Tocqueville's //Nền dân trị Mỹ// (Democracy in America). In 2015 Phạm Toàn and the Cánh Buồm ... Little Prince].
* Tocqueville, A. de. (trans. Phạm Toàn et al.). //Nền dân trị Mỹ// [Democracy in America].
