LCT-5000 v1

Hopkins, N. (2018). Dewey, “Democracy and Education,” and the School Curriculum. Education 3-13, 46(4), 433–440.
There are two overarching themes in this reading: the concept of the democratic curriculum and the academic/vocational divide. Dewey is seen as a pivotal thinker in relation to collaborative learning and the child as a vital voice in any learning that takes place in the classroom and beyond. The reading explores whether issues such as school governance and pupil voice facilitate Dewey's notion of democratic education. Dewey's philosophy of progressivism and his theory of knowledge emphasize the connection between concept and application and how this can influence the incorporation of the theoretical and the practical as part of children's learning in a given curriculum.

Phillips, D. C. C. (Ed.). (2014). Encyclopedia of educational theory and philosophy. SAGE Publications, Incorporated.
Read the following:
Essentialism, Perennialism, and the “Isms” Approach (starts on page 294)
Progressive Education and Its Critics (starts on page 660)

Sutinen, A. (2014). Social reconstructionist philosophy of education and George S. Counts: Observations on the ideology of indoctrination in socio-critical educational thinking. International Journal of Progressive Education. Vol. 10 (1). pp. 18–31.
This reading focuses on George S. Counts, who was the most important developer of the social reconstructionist philosophy of education, and his theory for the design of curriculum based on the social reconstructionist philosophy of education. It also addresses the systematic problems involving the social reconstructionist philosophy of education and educational thinking. Additionally, the principles of social reconstructionist philosophy of education are discussed in relation to curriculum design and instruction, especially Henry A. Giroux’s curriculum theory, and John Dewey’s progressivism.

Endeley, M. N., & Zama, M. A. (2021). Philosophical foundations of the curriculum. In Perspectives in Curriculum Studies. Spears Media Press.

Landorf, H., & Wadley, C. (2022). The importance of John Dewey’s philosophy for global learning theory and practice. Social Studies Research & Practice (Emerald Publishing), 17(1), 6–18.
The purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose, and practices of global learning. Design/methodology/approach. Through a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices, and purpose.