Bibliographic record
Abstract
This article explores Dewey's understanding of the nature of education through three seminal works written over a 32-year period. In Democracy and Education (1916) Dewey developed a concept of education which can be understood through two German words for education, Erziehung and Bildung. Through considering the approach to these concepts by two Dewey scholars, Gert Biesta and Dietrich Benner, the first section of this article seeks to explore Dewey's understanding of education and its relationship to democracy. The second section of the article carries the study forward to Dewey's Human Nature and Conduct (1922) to show how Dewey conceived of education even more broadly and equated it with morals. The concepts of Erziehung and Bildung also are important in this section, as they are expanded to show that, for Dewey, education was a guide in how to live. The third section of the article expands the concept of education still further to view education as philosophy. This section discusses Dewey's book Experience and Education (1938) which he wrote in light of his metaphysical study Experience and Nature (1925). Dewey expanded his understanding of education beyond both Erziehung and Bildung and beyond morals to develop an understanding of education as based upon a philosophical consideration of experience. The goal of the article is to show the breadth of Dewey's understanding of education and to show how his view of education forms the basis of a broad philosophical view of life.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".