In 1916, Bucknell founded its Department of Education. The very same year, John Dewey published Democracy & Education: An Introduction to the Philosophy of Education, which continues to have a profound influence in all spheres of education, both in the United States and abroad. In honor of these two milestones, Bucknell is holding a series of events exploring education's role in democracy then, now and in the future.


A.G. RudProfessor A.G. Rud, Distinguished Professor, Department of Teaching & Learning, Washington State University

"100 Years Since Dewey's Democracy & Education: The Purpose of Public Education in American Democracy"

March 7, 2016, 7 p.m., ACWS 210|| View the event poster

A February presentation by Paul Gorski, Professor of Integrative Studies at George Mason University and founder of EdChange, was cancelled.

Film & Filmmaker Presentation

Tested film posterTested - with writer, producer and director Curtis Chin
March 22, 2016, 7 p.m., Gallery Theatre

The gap in opportunities for different races in America remains extreme. Nowhere is this more evident than our nation's top public schools. In New York City, where blacks and Hispanics make up 70 percent of the city's school-aged population, they represent less than 5 percent at the city's most elite public high schools. Meanwhile, Asian Americans make up as much as 73 percent. This documentary follows a dozen racially and socioeconomically diverse eighth graders as they fight for a seat at one of these schools. Their only way in: to ace a single standardized test. Tested includes the voices of Pedro Noguera and Diane Ravitch, among other experts in the field of education, as it explores issues such as access to a high-quality public education, affirmative action, and the model-minority myth.

Curtis Chin has written for shows on ABC, the Disney Channel and Nickelodeon, as well as projects for NBC and Fox. He has won awards from the National Endowment for the Arts, the New York Foundation for the Arts, and the San Diego Asian American Film Foundation, among others. His first documentary, Vincent Who?, has screened at nearly 400 colleges in four countries and won awards from the National Association for Multicultural Education and the Asian American Justice Center. As a community activist, he co-founded the Asian American Writers Workshop and Asian Pacific Americans for Progress. He has appeared on MSNBC, CNN and NPR, and in Newsweek and other media outlets. He is currently a Visiting Scholar at NYU.

This event is sponsored by the Griot Institute for Africana Studies, the Associate Provost for Diversity's It Starts With Me Mini Grant program, the University Lectureship Committee, and the departments of education, psychology and sociology.

Alumni Panel

"Making an Impact"
March 24, 2015, noon, ELC 213, Walls Lounge

Alumni of the education program will discuss their career trajectories and the ways in which the liberal arts has influenced the way they approach their work. The panel will feature alumni from both our teacher preparation programs and our Bachelor of Arts program.

Event hosted by the education department and the Career Development Center.

About John Dewey and Democracy & Education

John Dewey is America's most well known philosopher of education. Among his over 100 publications during his extraordinary career, his best known work, Democracy and Education, was published in 1916 and continues to have a profound influence in all spheres of education, both in the United States and abroad.

In this book, Dewey suggests that the central role of education in a democracy is to establish the freedom and equality of its citizens. Dewey argues that education provides the best foundation for the development of these qualities, both for individuals and for society at large. He further explains that schools and educators must do more than simply transmit information to students; they must develop citizens with the capacity to engage in free and rational discourse.

For Dewey, democracy was much more than an electoral process or a political structure, it was a way of life based on inquiry, communication, and learning. The practice of democracy, insisted Dewey, required learning about others views and perspectives and working with others to define common aims.

Through this work, Dewey advances his view that education is not preparation for life, but an essential aspect of life itself.

Faculty Research Series

All talks held at noon on Mondays in 268 Olin Science Building

Nov. 2, 2015

Professor Abe Feuerstein

"The Influence of News Framing on Support for Charter School Reform"

This study examines the influence of media framing on attitudes toward charter school reform. Participants in an Internet-based experiment were presented, at random, with one of three manipulated news articles framing charter school reform as (a) supportive of values such as freedom, choice and innovation; (b) conflicting with values such as public accountability; or (c) neutral. Participants were then asked about their preferences with respect to a variety of school reform proposals. Results indicated that framing influenced the policy preferences of participants in areas such as the expansion of charter schools, but did not consistently predict policy preferences.

Nov. 16, 2015

Professor Amy Golightly

"Concept Maps: Capturing Students' Learning in a Non-Traditional Way"

Concept maps are a hierarchical arrangement of concepts, connected by lines and words. These visual representations of learning can reveal areas of misunderstanding and provide another way to assess students' understanding. This presentation will discuss how concept maps were taught and used in an Educational Psychology course from 2008 to 2013. Examples of completed concept maps will be shown and analyzed as part of this presentation. This presentation may be of interest to those desiring to detect potential misconceptions or those interested in assessing learning in multiple and new ways.

Feb. 8, 2016

Professor Ramona Fruja

"Conformity and Critique: Learning to be American Citizens in Naturalization Classes"

Immigrant applicants for U.S. citizenship must pass a naturalization test on U.S. history, constitutional principles and government structure. No formal preparation for the exam is required, yet many immigrants, especially those with limited English proficiency or lower levels of formal education, avail themselves of citizenship classes offered by community organizations. Naturalization officials claim that the content of this exam follows a "basic U.S. history and government curriculum" and that applicants are thus to "learn the basic values of this nation." This talk addresses the discursive and social practices of naturalization classes, examining how such civic education is enacted and highlighting its powerful potential held in tension with its significant limitations.


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