ABSTRACT Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’s Democracy and Education. An introduction to the philosophy of education (1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason.

中文翻译：

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数字化时代杜威的民主与教育：全球，生态和数字化转变

摘要杜威也许是参与式民主作为一种道德理想的最重要的理论家和倡导者，它基于对人类经验作为一种一般教育理论的信念和信念，这将为他所谓的“有组织的智慧”以及我们所需要的东西产生必要的目标和方法。今天可能会称其为“集体智慧”，也就是说，正如他所说，“对民主的信念就是对经验和教育的信念”。在本文中，我们将回顾杜威的民主与教育。介绍教育哲学（1916/2001），以评估在西方社会民主的衰落下民主的成长和发展。我们确定了杜威时代的民主与当今民主分开的三个转折点，即全球，生态，和数字化转变-并将它们与不断变化的公民意识联系起来。我们分析了转弯之间的复杂相互作用，并表明它们无法分开理解和/或分析。尽管确定的转折确实大大改变了杜威对民主的理解的环境，但我们得出的结论是，杜威的著作仍然具有很大的价值，并呼吁在数字理性时代重新发明它。