Education, Democracy, and the Moral Life
The essays in this book explore the interconnections between democracy, education and the moral life. Rarely are all three engaged and integrated at once so that issues in political and moral theory apply directly to critical issues in education. The auth
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Michael S. Katz, Ph.D. • Susan Verducci, Ph.D. Gert Biesta, Ph.D. Editors
Education, Democracy, and the Moral Life
Editors Michael S. Katz, Ph.D. San Jose State University One Washington Square, San Jose, CA 95192-0077, USA
Susan Verducci, Ph.D. San Jose State University One Washington Square, San Jose, CA 95192-0092, USA
Gert Biesta, Ph.D. Institute of Education, University of Stirling, Stirling, FK9 4LA
ISBN: 978-90-481-2355-1 (PB) ISBN: 978-1-4020-8625-0 (HB) e-ISBN: 978-1-4020-8626-7 Library of Congress Control Number: 2009922355 © Springer Science + Business Media B.V. 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com
This book is dedicated to Francis and Patricia Villemain
Preface
This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University – a lecture series established in 1992 to honor the memory of Dean Francis T. Villemain.1 All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from lectures given as part of the series. The general rubric of the lectures was “democracy, education, and the moral life” – a title reflecting Villemain’s lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the purpose of education was to develop democratic citizens, citizens infused with the spirit of democracy and the capacity to think and act intelligently within democratic settings. Of course, for Dewey, democracy was not to be conceived of as merely a political form of government, but as a shared form of social life, one that was inclusive rather than exclusive and one that was capable of adapting to the changing features of contemporary social and political reality. Francis T. Villemain’s appreciation for the intersections of the values of democracy, education, and the moral life was heightened by his doctoral work at Teachers College, Columbia University in the 1950s – where Dewey’s legacy remained a powerful one. But it also continued during his career at Southern Illinois University where he collaborated in compiling and editing the collected works of John Dewey. Villemain was a dedicated member of the Philosophy of Education Society of North America and was the only member to have served as president of three regional societies throughout the country; he also was instrumental in establishing the Yearbook of the Society, formerly known at the Proceedings of the Philosophy of Education Society. Virtually all of the contributors to this volume have themselves been leading scholars in the North American Philosophy of E
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