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Democratic theories of hope: A criti...

Estremera, Miguel Angel.

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Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux./
Author:	Estremera, Miguel Angel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
Description:	202 p.
Notes:	Source: Dissertations Abstracts International, Volume: 55-04, Section: A.
Contained By:	Dissertations Abstracts International55-04A.
Subject:	Educational theory. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9328913

Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux.
Estremera, Miguel Angel.

Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 202 p.

Source: Dissertations Abstracts International, Volume: 55-04, Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 1993.

This item must not be added to any third party search indexes.

Problem. In 1927, in The Public and Its Problems, John Dewey warned of the eclipse of the American public due to significant social and technological changes. Over sixty years later another American philosopher, Henry Giroux, is making similar statements. This study examines the events which led to the development of public philosophies by both writers and why they viewed such a philosophy as critical in terms of a democratic society. The similarities and differences between each writer are reviewed. In addition the study examines the role of education within the total conceptual framework. The study concludes with an analysis of the contemporary status of public philosophy within the United States. These developments are examined within the context of both Dewey and Giroux's public philosophies. Methodology. The analysis will consider and compare each writer in terms of historical context and development. The method of inquiry used, however, is primarily critical literary analysis. The latter, in fact, places the question of historical analysis within a more complex pattern. By singling out institutional exclusionary practices on the basis of the referents of class, gender and ethnicity, critical analysis in effect makes traditional historical analytical methods problematic. The critical method opts for a more dialectic form of analysis. Conclusions. There are more similarities between the two writers than there are differences. This is especially true in terms of their analysis of the dynamic interaction between the individual and society and between the cultural and economic sectors. The differences, however subtle, are substantial. The main difference is in their analysis of power. Dewey focuses on the coercive nature of power while Giroux extends the concept in terms of institutional production of meaning. In philosophic terms, Dewey's instrumentalism links theory to action in a continuum. Giroux views theory as a separate process which defines ideals in relation to structural barriers. In the latter position the problematic is defined more in terms of depth psychology as opposed to given conditions. The current status of public philosophy in the United States appears to have little in common with either Dewey or Giroux's public philosophies.Subjects--Topical Terms:

3435806
Educational theory.
Subjects--Index Terms:

Dewey, John

Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux.
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035 $a (MiAaPQ)AAI9328913
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100 1 $a Estremera, Miguel Angel. $3 3549254
245 1 0 $a Democratic theories of hope: A critical comparative analysis of the public philosophies of John Dewey and Henry A. Giroux.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 202 p.
500 $a Source: Dissertations Abstracts International, Volume: 55-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Giarelli, James M.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 1993.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Problem. In 1927, in The Public and Its Problems, John Dewey warned of the eclipse of the American public due to significant social and technological changes. Over sixty years later another American philosopher, Henry Giroux, is making similar statements. This study examines the events which led to the development of public philosophies by both writers and why they viewed such a philosophy as critical in terms of a democratic society. The similarities and differences between each writer are reviewed. In addition the study examines the role of education within the total conceptual framework. The study concludes with an analysis of the contemporary status of public philosophy within the United States. These developments are examined within the context of both Dewey and Giroux's public philosophies. Methodology. The analysis will consider and compare each writer in terms of historical context and development. The method of inquiry used, however, is primarily critical literary analysis. The latter, in fact, places the question of historical analysis within a more complex pattern. By singling out institutional exclusionary practices on the basis of the referents of class, gender and ethnicity, critical analysis in effect makes traditional historical analytical methods problematic. The critical method opts for a more dialectic form of analysis. Conclusions. There are more similarities between the two writers than there are differences. This is especially true in terms of their analysis of the dynamic interaction between the individual and society and between the cultural and economic sectors. The differences, however subtle, are substantial. The main difference is in their analysis of power. Dewey focuses on the coercive nature of power while Giroux extends the concept in terms of institutional production of meaning. In philosophic terms, Dewey's instrumentalism links theory to action in a continuum. Giroux views theory as a separate process which defines ideals in relation to structural barriers. In the latter position the problematic is defined more in terms of depth psychology as opposed to given conditions. The current status of public philosophy in the United States appears to have little in common with either Dewey or Giroux's public philosophies.
590 $a School code: 0190.
650 4 $a Educational theory. $3 3435806
650 4 $a Educational sociology. $3 519608
653 $a Dewey, John
653 $a Giroux, Henry A.@
690 $a 0998
690 $a 0340
710 2 $a Rutgers The State University of New Jersey, School of Graduate Studies. $3 3427372
773 0 $t Dissertations Abstracts International $g 55-04A.
790 $a 0190
791 $a Ed.D.
792 $a 1993
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9328913