Abstract
The progressive educational philosophy of John Dewey (1916/2004, 1938/1997) focused on the importance of educating students for life in democratic society. Because Dewey theorized that education and society were interactive and interdependent, he stressed that schooling must be understood as “a process of living and not a preparation for future living” (Dewey, 1897/2006, p. 24). For this reason his philosophy has been embraced by scholars in the field of social studies education interested in advancing both the study and practice of democratic citizenship with students. Parker (2008), one such scholar, argued “that democratic citizens need both to know democratic things and to do democratic things,” and “that a proper democratic education proceeds in both directions in tandem” (p. 65). From this view, social studies educators must be concerned both with what students learn as well as how they learn or apply those understandings and skills in their roles as citizens in a pluralistic democratic society.
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Ritter, J.K. (2010). Modeling Self-Study in Social Studies Teacher Education: Facilitating Learning About Teaching for Democratic Citizenship. In: Crowe, A. (eds) Advancing Social Studies Education through Self-Study Methodology. Self Study of Teaching and Teacher Education Practices, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3943-9_6
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