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Localizing Dewey's Notions of Democracy and Education: A Journey across Configurations in Latin America
Journal of the History of Ideas Pub Date : 2019-01-01 , DOI: 10.1353/jhi.2019.0022
Rosa Bruno-Jofré

Abstract:This paper explores the reception of Dewey's ideas on democracy and education in Latin America from the beginning of the twentieth century through the "long 1960s" (1958–1974). The analysis is framed by a dynamic interplay between the local, regional, and supranational. To bring empirical specificity to Dewey's "translations," the author discusses Dewey's uptake in two political settings, in 1920s Chile and post-revolutionary Mexico, and two cases of Christian adaptation of Dewey's theories. The long 1960s signaled an epistemic shift in conceptions of education and social transformation. Dewey was not embraced while Paulo Freire and Ivan Illich became the referents.

中文翻译:

将杜威的民主和教育概念本土化:拉丁美洲的跨结构之旅

摘要:本文探讨了从 20 世纪初到“漫长的 1960 年代”(1958-1974)在拉丁美洲对杜威民主和教育思想的接受情况。该分析以地方、区域和超国家之间的动态相互作用为框架。为了使杜威的“翻译”具有实证特异性,作者讨论了杜威在 1920 年代智利和革命后墨西哥这两个政治环境中的吸收,以及基督教对杜威理论进行改编的两个案例。漫长的 1960 年代标志着教育和社会转型概念的认知转变。当保罗·弗莱雷和伊万·伊里奇成为参考对象时,杜威没有被接受。
更新日期:2019-01-01
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