Cultivating democracy through children’s play: an approach from the North American pragmatism of Addams, Dewey and Mead
One vital constant in pedagogical narratives is the link between children’s play and education. Study of their relationship from a philosophical perspective is marked by paradoxes and tensions that have often raised the implementation of their use in educational practice in differing and even opposi...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/104838 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/104838 |
| Access Level: | acceso abierto |
| Palabra clave: | 37.01 37(091) 371.3 159.953.5-053.2 793.7 1(091) 37.012 Philosophy of education Educational theory History of education Pragmatism Jane Addams John Dewey George Mead Children’s play Democracy Cosmopolitanism Filosofía de la educación Teoría de la educación Historia de la educación Pragmatismo Juego infantil Democracia Cosmopolitismo Filosofía de la Educación Historia de la Educación Sociología de la educación (Sociología) Aprendizaje Educación social Métodos de enseñanza 58 Pedagogía 5801.04 Teorías Educativas 5801.07 Métodos Pedagógicos 5506.07 Historia de la Educación 5506.18 Historia de la Filosofía 5506.20 Historia de las Ideas Políticas |
| Sumario: | One vital constant in pedagogical narratives is the link between children’s play and education. Study of their relationship from a philosophical perspective is marked by paradoxes and tensions that have often raised the implementation of their use in educational practice in differing and even opposing ways. This article seeks to set out new ways of interpreting the relationship between play and education from a conciliatory approach. This relationship is explored from the works of three contemporaneous pragmatist thinkers of the late nineteenth: Jane Addams, John Dewey, and George Mead. The results suggest that the possibility of a relationship between children’s play and education is not so much found in the development of potentially educational materials, an extraordinary teaching method, or strictly teaching the curriculum. Rather, the significant contribution is concentrated in the conviction that play could be crucial for the cultivation of democracy. Pragmatists such as Addams and Dewey relied on the aesthetic experience of play as one of the most powerful possibilities for not only keeping democracy alive but also cultivating a cosmopolitan citizenship. |
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