This article urges a fresh reconsideration of John Dewey’s theories of education and democracy as applied to negotiation pedagogy. While negotiation instruction generally follows Dewey’s model in placing experiential education at its center, Dewey offers more for us in this moment: a foundation for making the study of these negotiation experiences a basis for cultivating democratic practices in the classroom. Prioritizing the agency and responsibility of students in the service of democratizing the classroom requires ceding a degree of control and bringing the lessons of negotiation and collaboration to bear on the design of the classroom itself. This approach offers the possibility that negotiation pedagogy can be a key component of education in democratic practices for our polarized times.

中文翻译：

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谈判教学法作为民主实践

本文敦促对杜威的教育和民主理论进行重新思考，该理论适用于谈判教学法。尽管谈判指导通常遵循杜威的模式，以体验式教育为中心，但杜威此时此刻为我们提供了更多：使对这些谈判经验的研究成为在课堂上培养民主实践的基础。优先考虑学生的代理权和责任，以使教室民主化需要放弃一定程度的控制权，并将谈判和合作的经验教训带到教室本身的设计上。这种方法提供了这样一种可能性，即谈判教学法可以成为我们两极分化时代民主实践中教育的关键组成部分。