Tuesday, April 4, 2017

JDS Emerging Scholars Working Group Session Announcement

ESWG Session Announcement

The John Dewey Society invites emerging scholars (whether inside or outside of the academy) to attend a special session at the JDS annual meeting, held in conjunction with AERA (Friday April 28, 2017, Henry B. Gonzalez Convention Center, Room 5). At the session, emerging scholars will discuss their interests in the society and learn about opportunities available for them within JDS, and its affiliate organizations. For those interested, they may join the emerging scholars working group. The session will be led by ESWG member Melissa Bradford, whose biography is included at the end of announcement.

The Emerging Scholars Working was established at the John Dewey Society in Philadelphia on April 3, 2014, which was held in conjunction with the Annual Meetings of the John Dewey Society and American Education and Research Association.

Over the last 3 years, the ESWG has:

      Recruited new student members
      Significantly expanded the network of emerging scholars, through events, online communication, and academic opportunities.
      Helped coordinate a panel on Dewey, Higher Education, and Anti-Colonialism at the Graduate Student Conference in Philosophy and Education.
      Helped develop the new format for the Journal of School & Society. Many members are now on the editorial board of S&S.
      Helped develop the new journal Dewey Studies, the only journal solely devoted to Dewey’s philosophy.
      Jared Kemling, the ESWG Publications Officer, has continued his work helping emerging scholars find publishing opportunities and editorial experience. He is also currently an associate editor of the Dewey Society Journals S&S and Dewey Studies.
      Initiated and organized the Dewey Through Generations panel at the annual meeting for 3 years.
      Helped prepare and coordinate the Centennial Celebration of D&E Conference.
      Helped create and coordinate the Editors Roundtable Session at the annual meeting in 2016.

Melissa Bradford Biography:
Melissa Riley Bradford is a founder of Tallgrass Sudbury School in Riverside, IL and an adjunct science and math instructor at Joliet Junior College. She also conducts STEM and student-centered education workshops in Beijing, China on behalf of DePaul University. Her research interests include soka (value-creating) pedagogy, Makiguchi and Ikeda Studies, dialogue, democratic education, and alternative education models. Bradford is currently working on her doctoral dissertation in curriculum studies at DePaul University, focusing on the role of dialogue in value creating education. She is a recipient of the 2015-17 Ikeda Center Education Fellowship.

Monday, April 3, 2017

Why XY? Leveraging Positive Role Models to Empower At-Risk, Young Minority Males to Aim High

The John Dewey Society for the Study of Education and Culture
& Communities In Schools San Antonio
Cordially invite you to join in the

7th Annual School & Society Forum

Why XY?
Leveraging Positive Role Models to Empower At-Risk, Young Minority Males to Aim High

Intent: The forum is a public space embracing dialogue, interaction, and deliberation concerning school and society issues across multiple stakeholders—P-16 teachers, policymakers, administrators, scholars, parents, community educators, & interest groups—drawing upon John Dewey’s commitments to democratic schooling. Students, parents,
and CIS-SA organizers will lead a panel discussion about issues facing the San Antonio community.

Panel Presentation: The panel discussion at the AERA Conference will focus on the Communities In Schools-San Antonio model, the XY-Zone Site Coordinators and XY-Zone students from local high schools

Jessica Weaver – President and CEO, 
Tara Lazaro – Field Manager, 
Gustavo Gonzalez – XY Zone Site Coordinator, 
Christian Guerra – XY Zone Site Coordinator 
and students from local high schools and the XY Zone participants

When: Thursday, April 27, 2:00pm-3:45pm

Where: River Level, Room 5, Henry B. Gonzalez Convention Center, 900 E. Market St, San Antonio, TX 78205

Organized by:
Kyle Greenwalt, Ph.D.
Associate Professor
Teacher Education
Michigan State University

Lauren Geraghty
Director of Strategic Initiatives
Communities In Schools
San Antonio, TX

John Vasquez
Ph.D. Student
Educational Administration
Michigan State University

Jessica Landgraf
Ph.D. Student
Education Policy
Michigan State University

                                                 Communities In Schools of San Antonio
Communities In Schools of San Antonio (CIS-SA) is part of the nation’s largest and most effective dropout prevention organization, empowering students to succeed in school and achieve in life. Operating in 99 schools in 11 school districts, CIS-SA serves thousands of young people and their families each year. Based directly inside schools, Communities in Schools of San Antonio connects students and their families to basic and critical educational and community-based resources, tailored to each student’s specific needs. Learn more about Communities in Schools of San Antonio at www.cissa.org.

About the XY-Zone:
The XY-Zone was created in response to the troubling and persistent trend of academic disengagement and underachievement among young minority males. Serving adolescent males in grades 9-12 who are at-risk of dropping out, the XY-Zone aims to address these issues through a comprehensive program that imparts responsibility, leadership, and character, while providing critical social, academic, and behavioral support.

Sunday, March 26, 2017

The 2017 John Dewey Society Annual Meeting Program Schedule

John Dewey Society Annual Meeting
Thursday, April 27 - Friday April 28 2017
Henry B. Gonzalez Convention Center | Room 5

Conference Theme:
Creative Democracy - The Task Before Us in the Era of Clinton v. Trump

Founded in 1935, when American education was under attack from the right, the Society aims to keep alive John Dewey's commitment to critical and reflective intelligence in approaching pressing problems in education and culture. It is fitting, then, at the beginning of the presidency of Donald Trump, that we come together to reflect on its implications for democratic life.    

What are the challenges to a vibrant and healthy democratic life? In an essay late in life, “Creative Democracy – The Task Before Us” John Dewey argued that democracy was more than a political institution; it was a way of life - as dependent upon communication and mutuality within families, friendships, schools, churches, workplaces, and other strands of civil society as on the government.

Today, in many countries including our own, democracy is under attack. Anti-democratic leaders at home and abroad stir the pot of mistrust and hate among social groups. The Secretary of Education promises to undo our commitment to the common school. It is appropriate, therefore, to return to Dewey and consider anew how democratic life and democratic education can be reclaimed.   

Thursday, April 27

Pre-Conference Workshop | 8am-12pm

Session 1: Theorizing Democratic Education (Roudy Hildreth, Chair) | 8am-9:45am

This workshop discussion explores how we might theorize democratic education in the current political and educational situation. Recent events have renewed our focus on the relationship between democracy and education. The positive connections between democracy and education are under strain. We have witnessed how social media preys on Americans’ low levels of political knowledge, creating narrow channels for the flow information, and increasingly, disinformation. We have witnessed increasingly polarized political discourse and the rise of anti-democratic sentiments, as well as attacks on public education. This workshop gathers outstanding scholars who will offer insights on the role of civic learning, broadly understood, in this current context. What should be the goals of civic learning? What qualities do we want young people, college students, and professionals to develop? What is the relationship between civic learning and broader social institutions? What are the best methods to meet these individual and social goals? And finally, underscoring these questions, what is the relationship between theory and practice in theorizing democratic education?

Walter Parker, University of Washington
Paula McAvoy, University of Wisconsin Madison
Kathleen Knight Abowitz, Miami University, Ohio
(Other panelists to be announced)


Session 2: Teaching About Democratic Education (Amy Shuffelton, Organizer) | 10am-11:45 am

The panel discusses approaches to teaching about “democracy and education” and works towards some common insights. While each panelist engages with John Dewey’s ideas, the workshop focuses upon democracy and education, not Dewey’s book by that title. This workshop engages with what it means pedagogically to treat creative democracy as the task before us in higher education. While developed against the background of Trump v. Clinton, and addressing current events, workshop concerns extend beyond the recent election cycle. 

Sue Ellen Henry, Bucknell University
Kathy Hytten, University of North Carolina Greensboro
Amy Shuffelton, Loyola University
Sarah Stitzlein, University of Cincinnati
Kurt Stemhagen, Virginia Commonwealth University, Chair and Discussant

Regular Annual JDS Meeting Sessions

JDS Symposium:
Creative Democracy: Democratic Education in the Era of Clinton v. Trump | 12noon - 145pm

The panelists, all leading educational thinkers, consider the lessons to be drawn from the recent election and Trump presidency and the tasks before us in reconstructing democratic education.

Peter Levine, Tufts University
Walter Parker, University of Washington
Winston Thompson, University of New Hampshire
Diana Hess, University of Wisconsin


School and Society Forum (Kyle Greenwalt, Chair) | 2pm-3:45pm

Communities in Schools San Antonio (CISSA) and the John Dewey Society are proud to host the seventh annual School & Society Forum. The forum is a public space embracing dialogue, interaction, and deliberation concerning school and society issues across multiple stakeholders—P-16 teachers, policymakers, administrators, scholars, parents, students, community educators, & interest groups—drawing upon John Dewey’s commitments to democratic schooling. Students, parents, and CISSA organizers will lead a panel discussion about issues facing the San Antonio community.

Kyle Greenwalt, John Vasquez, Lauren Geraghty, & Jessica Landgraf, Organizers


JDS Dewey Lecture: Harry Boyte | 4pm-5:45pm

Harry Boyte is one of today’s most prominent democratic theorists and activists.  He has worked with many foundations, and non-profit educational, and citizen organizations in the United States and abroad concerned with community development, citizenship education, and civic renewal. In the 1960s, he worked for the Rev. Martin Luther King, Jr. as a field secretary with the Southern Christian Leadership Conference in the Civil Rights Movement.
Boyte is the author of nine books on citizenship, democracy, and community organizing, and his writings have appeared in more than 100 publications including the New York Times, Perspectives on Politics, Kettering Review, and the Wall Street Journal.

JDS Reception | 6pm - 7:30pm


Friday, April 28 2017
Henry B. Gonzalez Convention Center | Room 5

Meetings and Working Sessions | 8am-12 noon

Emerging Scholar Working Session (Melissa Bradleyi) | 8am-9am
Education and Action Working Group (Kathleen Knight Abowitz and Harry Boyte) | 9am-10:30am
JDS Executive Board and Directors Meeting (Leonard Waks and Peter Nelsen) | 10:30am–11:45 am

Regular Conference Sessions

Dewey and Philosophy Panel I (A.G. Rud, Chair)| 12noon -1:45pm

Creative Integration and Pragmatist Optimism: Dispositions for the Task Before Us
Barbara S. Stengel, Vanderbilt University

Creative Democracy, Equality, and Religion: Bhimrao Ambedkar’s Pragmatic Reconstruction of Buddhism
Scott R. Stroud, University of Texas at Austin

Mindfulness and Creative Democracy
Kyle Greenwalt and Cuong Nguyen, Michigan State University

The (Im)Possibilities of Realizing Dewey’s Vision in the Age of Trump: Towards More Creative Democracy
Roudy Hildreth, University of Colorado Boulder


Dewey through the Generations Panel (Jessica Heybach, Chair) | 2pm -3:30pm
Challenges for Democracy: New Developments and Tendencies

The Secularism that Divides Us: Reframing Dewey’s Conception of Moral Education
Alexander T. K. Elnabli, Graduate Teaching Fellow, Fordham University

In the Surge of Authoritarianism: Democratic Faith
Chanhee Lee, Vincennes University

Respondent: Gregory Pappas, Texas A&M University


Dewey and Philosophy Panel II (A.G. Rud, Chair)| 3:45pm - 5:15pm
Dewey’s Pragmatism and Contemporary Challenges of Media and Democracy
Lance E. Mason, Indiana University Kokomo

Dear Democracy, The 2016 Presidential Election, Love Philosophy
Daniel A. Lilly, Florida State University

Creating the Conditions for a Creative, Democracy: John Dewey and D.W. Winnicott on Democratic Living
Jane Blanken-Webb, University of Eastern Finland

JDS Business Meeting | 5:20pm- 6:30pm

Monday, March 6, 2017

Summer Seminar on the Future of Philosophical Practice

Summer Seminar on the Future of Philosophical Practice:

University of North Carolina at Asheville
Friday July 14, 2017—Sunday July 16, 2017

DEADLINE FOR ABSTRACTS is Sunday April 9, 2017

We invite abstract submissions (600 words) to read a 30-minute paper on the Main Program. The local hosts are Brian E. Butler and Grace Campbell. They are collecting the 600-word abstracts for committee consideration. Please submit your proposals to his address (bbutler@unca.edu). He can also answer questions about local accommodations. 

“Come on down a day or two early – Asheville is beautiful in early June!”


This summer seminar brings together a “continental congress” of philosophers, and other related stakeholders, to discuss the future of philosophical practice (within and beyond the academy).

We are interested in any paper proposal that engages with our theme, broadly construed. 

For example:

• Genealogies of the problems facing professional philosophy
• Philosophy beyond the traditional philosophy department
• The economics of practicing philosophy (e.g. philosophical coaching, and other models)
• The role of public philosophy in an uncertain age
• Intersectional, decolonized, and other alternatives to mainstream philosophy
• Reading, Teaching, Practice: Philosophical Curriculum in the Twenty First Century

In addition to our regular conference schedule, other activities are planned such as:

a Society of Philosophers in America (SOPHIA) panel. SOPHIA will host a panel intended to introduce people to what we do. SOPHIA’s mission is to build communities of philosophical conversation, locally, nationally, and online. We will invite key local community members to come talk about “Ethics at the End of Life.” We will begin our discussion with a short reading: “It’s Over Debbie,” on the basis of which we will all be on the same page. For more information about SOPHIA and our panel, visit PhilosophersInAmerica.com, or
email Executive Director Eric Thomas Weber at etweber@gmail.com.

a Graduate Philosophy Pilot Program Working Group: a working group, meeting throughout the weekend, to plan the foundations for a new pilot graduate philosophy program. The goal is to create a program that can address the structural, fiscal, and economic problems facing the current professional model of doing philosophy. The working group will create a steering committee to continue after the meeting. The Graduate
Philosophy Pilot Program Workshop will start with an evening introductory meeting on Thursday July 13, 2017. If you are interested in participating in the working group contact Eli Kramer at: Eliornerkramer@gmail.com;

and The American Institute of Philosophical and Cultural Thought (AIPCT) (www.americanphilosophy.netwill host an informational and discussion panel about the future of cultural thought, as a whole, led by Randall Auxier of Southern Illinois University Carbondale.

Sunday, February 19, 2017

Dewey Studies Journal - Call for Papers

Call For Papers: 

Dewey Studies is pleased to invite submissions for publication in this peer-reviewed journal dedicated to furthering the vital philosophical work of John Dewey. For more information, please visit Dewey Studies at http://www.johndeweysociety.org/dewey-studies/

Aims and Scope: 

Dewey Studies is an online, open-access journal of the John Dewey Society dedicated to furthering understanding of John Dewey’s philosophical work and enlivening his unique mode of engagement with the vital philosophical questions of our time.

Dewey Studies welcomes articles engaging with Dewey’s philosophical interests, broadly understood—whether metaphysics, logic, aesthetics, philosophy of science, psychology, democratic theory, philosophy of culture, or a number of other fields.

We ask that authors whose works deal primarily with the philosophy of education consider instead submitting to one of the John Dewey Societies’ education focused journals: Education and Culture or The Journal of School and Society.

Dewey Studies seeks to publish articles that:

(1) Contribute to the ongoing exegesis and analysis of Dewey’s philosophical positions.
(2) Demonstrate how Deweyan resources can help resolve problematic situations: not only within the philosophical tradition, but more broadly as well.
(3) Situate Dewey as a significant figure within the history of philosophy (and history more broadly), by showing how he influenced and was influenced by others.
(4) Discuss the relationship between Dewey and American philosophy, especially American pragmatism.
(5) Appeal to the interests and needs of Dewey scholars.

Submission Guidelines: 

To submit a manuscript for publication, please send an email to:

Jared Kemling, Associate Editor jaredkemling@gmail.com

To submit a book review or inquire as to what books are available for review, please email:
Daniel Brunson, Reviews Editor daniel.brunson@morgan.edu

Your submission should:

(1) Conform to the aims and scope of the journal.
(2) Contain a cover letter as an attachment (.doc or google doc) with an abstract of the
article, as well as your contact information. The cover letter should be clearly labelled
with your name and article title, such as—DS Cover Letter: Your Name, Article Title.
(3) Contain your essay as an attachment (.doc or google doc), prepared for blind review, with
a clearly labelled title such as—DS Submission: Article Title.

Your essay should follow the following formatting guidelines:

(1) 5-8k words (preferably), submitted as a single paginated file.
(2) Follows the Chicago Manual of Style, with citations included as footnotes.
(3) Submissions should be in English. US and UK spellings are both acceptable, as long as
the essay is internally consistent.
(4) Double quotation marks should be used for quotes, with punctuation generally falling
inside the quotes (see the CMS for details).
(5) Single quotation marks should be used for quotes within quotes, or as scare quotes for
emphasis. Punctuation generally falls inside the quotes (see the CMS for details).
(6) Dewey Studies follows citation guidelines set by the Center for Dewey Studies, as follows
(adapted from the Center’s website):
     (a) Standard references to John Dewey's work are to the critical (print) edition, The
Collected Works of John Dewey, 1882-1953, edited by Jo Ann Boydston
(Carbondale and Edwardsville: Southern Illinois University Press, 1969-1991),
and published in three series as The Early Works (EW), The Middle Works (MW)
and The Later Works (LW). These designations are followed by volume and page
number. "LW 1.14," for example, refers to The Later Works, volume 1, page 14.
In order to ensure uniform citations of the critical edition, the pagination of the
pr int edition has been preserved in The Collected Works of John Dewey,
1882-1953: The Electronic Edition, edited by Larry A. Hickman (Charlottesville,
Virginia: InteLex Corp., 1996).
      (b) Sample Citation: John Dewey, The Collected Works of John Dewey, 1882-1953,
ed. by Jo Ann Boydston (Carbondale and Edwardsville: Southern Illinois
University Press, 1969-1991), LW 14:311.
      (c) After the initial citation of the Collected Works, it is acceptable for subsequent
citations to only feature the shorthand designation (i.e., LW 14:311).

Copyright of all published work remains with the author(s). As an open-access journal, we
encourage authors and readers to share our publications freely, with appropriate
acknowledgement. As a matter of standard academic practice, any subsequent print appearance
of a work published in Dewey Studies should acknowledge that prior publication.