John Dewey and the Art of Teaching

"This text is an intriguing alternative to the steady diet of ′how to′ texts that dominate educational readings."
–Ranae Stetson, Texas Christian University

"At a time when critical-reflective teaching is constantly in jeopardy, John Dewey and the Art of Teaching is very refreshing. Both prospective and experienced teachers should find this work helpful if they are serious about realizing democratic values. Policy makers need to take the time to read this work to be reminded of the core values of democratic education."
–John Portelli, University of Toronto, Canada

"The authors, by championing the relationship of art to education, offer a much needed counterbalance to our society′s over-reliance on standardized testing. I enthusiastically endorse this work and would readily use it in both undergraduate social foundations of education and masters′ level philosophy of education courses."
–Tony Johnson, West Chester University

"At last we have a volume that beckons the uninitiated reader into a study of Dewey′s significant ideas about the art of teaching. The authors demonstrate great intellectual integrity in describing these ideas while expressing them in practical, even elegant prose."
–Jackie Blount, Iowa State University

"This book translates Deweyan theory and practice into common-sense, readable, and lucid language. It extends and challenges thinking about the work of teaching, the larger contexts in which it occurs, and the many roles of teachers as change agents. It will also promote novel ways of thinking about teaching for those entering the profession—and for those who strive to teach more thoughtfully."
–Joe DeVitis, University of Louisville

John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice is an engaging and accessible introduction to the art of teaching as seen through the eyes of John Dewey. Authors Douglas J. Simpson, Michael J. B. Jackson, and Judy C. Aycock provide a lucid interpretation of the complexities and art of teaching in contemporary classrooms. In addition, they discuss, apply, and question the practical implications of Dewey′s ideas about the art of teaching for beginning and practicing teachers.

Throughout the book, the reader reflects on the role of the teacher as artist, orchestral conductor, lover, wise mother, navigator, gardener, pioneer, social servant, engineer, curriculum builder, group leader, composer, and wise physician. At the heart of the discussion is the desire to support teachers in their pursuit of thoughtful and innovative teaching. In addition, the book encourages policy makers and educational leaders to help create conditions in districts, schools, and classrooms that value reflective and imaginative teachers who are free to think and create as they educate each student in and for democratic communities.

Key Features

• Chapters begin with an epigraph by Dewey, and also include quotes from Dewey and questions for reflection and discussion
• Activities include creating a snapshot of a teacher by using the ideas discussed, analyzing one′s own strengths and challenges by engaging in an introspective moment, and considering reflective questions about the ideas presented
• A series of figures throughout the book summarize, clarify, and illustrate ideas
• Readers can record concluding thoughts for each chapter under the heading A Summative Exercise: The Artistic Teacher

John Dewey and the Art of Teaching is perfectly suited as a text for undergraduate and graduate courses such as introduction to teaching, educational foundations, and philosophy of education. Beginning and experienced teachers will also find a wealth of ideas to apply in their classrooms.

Douglas J. Simpson, Ph. D., is Professor and Helen DeVitt Jones Chair in Teacher Education, Texas Tech University.  He is the author or co-author of numerous articles, reviews, chapters and books, including John Dewey and the Art of Teaching, The Pedagodfathers: The Lords of Education, Recreating Schools: Places Where Everyone Learns and Likes It, The Teacher as Philosopher, and Educational Reform: A Deweyan Perspective. He has held tenured positions at the University of Louisville, Memorial University of Newfoundland, Tennessee State University, and Texas Christian University and taught in the fields of ethics and teaching, curriculum and instruction, school psychology, and educational theory. He spends time each week at Phyllis Wheatley Elementary School where he interacts with students about ethical, historical, and geographical interests. He is a former president of the American Educational Studies Association and the Society of Professors of Education. Michael J. B. Jackson (Ph. D., University of Toronto) lives in Montreal, Quebec, and Vancouver, British Columbia. He is the author and coauthor of numerous publications, including Educational Reform: A Deweyan Approach; and The Teacher as Philosopher. He was a professor and served as Chair of the Graduate School of Education at Bishop’s University, and Head of the Department of Educational Foundations at Memorial University of Newfoundland, where he assisted student teachers and interns as they prepared for their first teaching appointments. In addition, he has taught at several other universities, including Concordia, Queens, Mount St. Vincent, and British Columbia. Judy C. Aycock (Ph. D., Memorial University of Newfoundland) is Assistant Dean, College of Education, Texas Tech University. She was a middle and high school English teacher before becoming a professor and/or administrator at Tennessee State University, University of Louisville, and Texas Wesleyan University. At TWU, she directed the interdisciplinary program and was named the Ralph and Sue McCann Professor for excellence in teaching. She is the author of a variety of publications, including Art of the Western World, Analysis and Interpretation of Literature, and Ethics: Theory and Practice.