As editor of Education and Culture, the journal of the Dewey Society, I write a brief note with each issue, usually offering a few ideas of my own while briefly discussing the articles. I went back recently and reread the notes from the first two issues I edited, 20(2) and 21(1), from about 3 years ago.
In the first I discuss what I see as my hopes for a journal sponsored by the John Dewey Society:
When I wrote the JDS board about taking over the journal, I gave a rationale that read, in part, that [My] interests are broadly Deweyan. Though I have read and studied Dewey’s work, I see the journal as more Deweyan in spirit, rather than just in letter. I would be interested in seeking out scholars who are examining not only Dewey himself, but his influence upon his contemporaries, and his enduring legacy. I would like to invite contributions on current work on Dewey’s influence. I am also keenly interested in exploring how the new technologies may be used in the journal. I would insist on electronic submission and reviewing procedures to expedite the process of production. I would also like to explore online components of the journal . . . I hope we are on the right path to realizing some of these characteristics, and I welcome any comments from readers on the journal’s direction and how this new editorial team may best serve the Society.
In the second note, I continue this discussion of what this journal is and might be. The impetus for this reflection was an email exchange with a former editor of Educational Theory:
Last year, I engaged in a series of spirited emails with Ralph Page about my new position as editor. Ralph recently retired after many years from the Department of Educational Policy Studies at the University of Illinois at Urbana/ Champaign, and edited Educational Theory, one of the best-known journals in the areas of social foundations of education and educational policy, from 1983–1991. I had heard about Ralph from many people, especially my former colleague Christine Shea, before I had the pleasure to meet him, and came to realize the effect he has had upon not only the fields of what we at Purdue call “cultural foundations,” but more especially, through his work with countless authors and reviewers, a continuing narrative about what it means to be a journal editor. Ralph enjoined me to think of a journal as more than a place where the “best” articles get published, and the field, in my case, Dewey studies, is defined. Ralph thinks a journal can be, as he so generously put it, “a site of interchange among actual authors and actual audiences.” I thought about that and agreed that many people may not think of journals as sites for exploration, for the education of the authors, but more simply as gate keeping devices for the disciplines involved, and as finished products of scholarship. Ralph reminded me of the primacy of keeping the audience in mind when considering how to put together an issue. He told me that he asked himself the question: Will this audience be better off if they have a chance to read this article? That intrigued me, and I thought along with Ralph about what “better off” means in this context. We decided that “better off” may mean that an article raises neglected topics or a marginalized point of view, and thus enlarges the field of discourse. Or, more directly and personally, the audience may be better off by hearing a crucial statement by an up and coming junior scholar on the cusp of tenure. “Better off” for Ralph did not mean merely some notion of “excellence” or “cutting edge,” determined by a supposedly unbiased and distinguished review panel. These issues are not excluded, but a host of other issues, some idiosyncratic to the editor, his or her board, the journal at that particular time, may be considered.
I try to keep these thoughts in mind as we move forward with the journal and continue to think about its place in the lives of scholars and practitioners. We are moving forward with a special issue commemorating the150th anniversary of the birth of John Dewey in 2009, and looking at where Dewey studies, as well as practice, may take us today.