Rethinking Deweyan Democracy in an Age of Disinformation
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| Title: | Rethinking Deweyan Democracy in an Age of Disinformation |
|---|---|
| Language: | English |
| Authors: | R. W. Hildreth |
| Source: | Education and Culture. 2024 40(1):7-25. |
| Availability: | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-848-6224; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/eandc/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Philosophy, Misinformation, Information Sources, Democracy, Social Media, Political Attitudes, Ethics, Teaching Methods, Dialogs (Language) |
| ISSN: | 1085-4908 1559-1786 |
| Abstract: | The new realities of social media, echo chambers, and partisan information sources have created social forces that challenge core assumptions about democracy. Are we in an epistemological crisis, where separate and distinct communities of inquiry limit shared understandings of truth? In this essay, I turn to the political and educational thought of John Dewey to explore this challenge. Though some of Dewey's prescriptions are outdated, I argue that it is possible to reconstruct and extend key insights for our contemporary era. Drawing on Dewey, I offer pedagogical strategies to create conditions where students are more open and able to listen, understand, and work across lines of difference. I highlight themes of structured dialogue to bridge differences, the importance of action, and faith in humankind. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://muse.jhu.edu/article/953906 |
| Accession Number: | EJ1466487 |
| Database: | ERIC |
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| Abstract: | The new realities of social media, echo chambers, and partisan information sources have created social forces that challenge core assumptions about democracy. Are we in an epistemological crisis, where separate and distinct communities of inquiry limit shared understandings of truth? In this essay, I turn to the political and educational thought of John Dewey to explore this challenge. Though some of Dewey's prescriptions are outdated, I argue that it is possible to reconstruct and extend key insights for our contemporary era. Drawing on Dewey, I offer pedagogical strategies to create conditions where students are more open and able to listen, understand, and work across lines of difference. I highlight themes of structured dialogue to bridge differences, the importance of action, and faith in humankind. |
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| ISSN: | 1085-4908 1559-1786 |
