ERIC Number: EJ1339649
Record Type: Journal
Publication Date: 2022-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-3746
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Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm's Psychoanalytic Approach to Deweyan Democratic Education
Studies in Philosophy and Education, v41 n4 p467-483 Jul 2022
This paper explores Erich Fromm's contribution to Deweyan democratic education by referring to his psychoanalytic interpretation of John Dewey's pragmatic theory. First, it employs the work by Gert Biesta to secure a space between critical pedagogy and Deweyan democratic education, from which Fromm's theory can be discussed. Furthermore, it argues that Biesta's perspective offers a valuable theoretical ground to extend the emancipatory potential of Deweyan democratic education, while avoiding some pitfalls of critical pedagogy. Subsequently, the paper contrasts Marcuse's and Fromm's views on Dewey to show how Fromm's understanding of Dewey was more effective than that of Marcuse for developing the potential of Dewey's philosophy. Next, the paper clarifies key similarities and differences between Fromm's psychoanalysis and Dewey's pragmatism, as it is applicable specifically to emancipatory education. Finally, the paper argues that despite the differences between these two thinkers, Fromm's theory further radicalizes Deweyan democratic education by adding new elements to the list of preconditions on the role of the emancipatory teacher.
Descriptors: Psychiatry, Educational Philosophy, Educational Theories, Comparative Analysis, Democracy, Critical Theory, Teaching Methods, Teacher Role, Professional Autonomy
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
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