Zusammenfassung
This chapter engages with the history of pedagogic practices by focusing on affect and embodiment and exploring ways that we might use the text and images included John and Evelyn Dewey’s 1915 Schools of To-Morrow as an entry point into understanding social practices historically. I specifically focus on the Dewey’s discussion of Marietta Johnson’s “school of organic education” located in Fairhope, Alabama and argue that a re-reading and a re-viewing of text and image opens up insights into the structuring of affective experience in early-twentieth-century American progressive education.
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Sobe, N.W. (2019). Affect, Embodiment and Pedagogic Practice in Early-Twentieth-Century American Progressive Education. In: Berdelmann, K., Fritzsche, B., Rabenstein, K., Scholz, J. (eds) Transformationen von Schule, Unterricht und Profession. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-21928-4_9
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