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• 2000 James N. Britton Award, CEE
• 1998 AESA Critic’s Choice Award
• Choice’s Outstanding Academic Book
"A major contribution to our understanding and appreciation of Dewey as well as a poignant reminder of his relevance to contemporary educational reform."
–Janet Emig, The State University of New Jersey, Rutgers
"This book is a reaffirmation as well as reassessment of Deweyan pedagogy. I found myself caught up in it as I read–something that doesn’t often happen with a scholarly book. I would not only buy it, I would recommend it to every teacher and administrator I know. The book is a wonderful demonstration of the transformative role of education."
–Susan McLeod
Washington State University
"The explanation of Dewey’s pedagogy is excellent. I know of no book that discusses Deweyan pedagogy so thoroughly (rather than isolating one or two of his ideas, thus violating Dewey’s philosophy in the process) and then shows an instructor trying to implement it fully."
–Donald Jones, University of Hartford
"A wonderful portrait of a teacher tirelessly being willing to examine everything; tirelessly questioning self; being fearless. And thereby making things better. Makes me jealous. I would like to do such a wonderful thing."
–Peter Elbow, University of Massachusetts, Amherst
The first systematic exploration of Deweyan pedagogy in an actual classroom since studies of Dewey’s own Laboratory School at the turn of the century! In Part I, using accessible language, Stephen Fishman discusses Dewey’s educational theory in the context of Dewey’s ideology and process philosophy. In Part II, Fishman joins composition specialist Lucille McCarthy to examine his own Introduction to Philosophy class. In doing so, the authors model a collaborative form of practitioner inquiry and bring to life such complex Deweyan concepts as student-curriculum integration, interest and effort, and continuity and interaction.
