How does Dewey’s (1934/2005) Art as Experience apply to Frank Lloyd Wright’s Prairie style architecture? This conceptual paper is organized in three sections: (1) Introduction of Dewey and Wright as contemporaries and the literature on Wright’s legacy, (2) applying the philosophy of Dewey’s Art as Experience to Wright’s residential designs, and (3) conclusion with implications of Wright’s architecture as educational experience. Pictures of a selection of Wright’s houses will be used for examples of how Wright’s architectural aesthetic fulfills art-as-experience from the Deweyan perspective and, thus, his residential architecture was itself an applied educational tool that has implications for school design. 

Author: Adam I. Attwood, Austin Peay State University

Author: Jee Yeon Ryu, Yorkville University

There is another paper that may be of interest to you:

A Dialogue Between John Dewey and China: May Fourth Movement and Reformation of Democratic Ideal

• In Event: Interrogating Consequential Education Research for Adolescents' Psychological Well-Being in China

Fri, May 5, 8:00 to 9:30am CDT (2:00 to 3:30pm BST), SIG Virtual Rooms, Confucianism, Taoism, Buddhism and Education SIG Virtual Session Room

Abstract

John Dewey’s sojourn in China from 1919 to 1921 happened to intertwine with the May Fourth/New Culture Movement in Chinese history. Such a historical coincidence brought about a fascinating conversation between Deweyan pragmatism and China of the May Fourth era. In this paper, I examine the ways in which Chinese social institutions, cultural customs, and political climates in a given historical context interacted with John Dewey’s American pragmatism. Using the approach of foundational studies, this paper aims to analyze how Chinese social, political, and educational situations combine to influence Dewey’s intellectual thought. In other words, the crucial question that this work seeks to answer is: How Dewey’s experience in China reshaped his own idea of democracy and cultural diversity.

Author:James Yang, BNU-HKBU United International College

There is also an interesting paper that refers to Dewey 1938:

When Not Getting Your Due Is Your Due: Excessive Entitlement in Action

• In Event: Consequential Research: Opening to Relational Dialogue in Pursuit of What Is Just and Therefore True

Thu, May 4, 2:30 to 4:00pm CDT (8:30 to 10:00pm BST), SIG Virtual Rooms, Narrative Research SIG Virtual Session Room

Abstract

Background

Situated at the intersection where excessive entitlement (Ratnam, 2021) and the ‘best-loved self’ (Author, 2013, 2017, 2020) meet, this research captures what happens when the excessive entitlement of one educator trumps the entitlement of another, detracting from the other’s best-loved self. Tara Ratnam coined the phrase, excessive entitlement, while observing a teacher demand more of a minoritized student than the student should have to give. Ratnam theorized that similar transactions happen in higher education professor-student and professor-professor relationships. International cases are contained in a book (Ratnam & Author, 2021) that includes a rigorous literature review (Asadi & Ali, 2021).

Purpose
This paper’s purpose is to delve more deeply into excessive entitlement and how it brushes against students’/educators’ best-loved selves. The work investigates the place where greediness (excessive entitlement) and longing (best-loved self) intersect in academia. It focuses on what should legitimately be one’s due (what one is entitled to) versus the kind of due one receives when those who are excessively entitled are involved.

Perspective
Excessive entitlement is the belief that one’s voice, opinion, and assessment hold more weight than others; the best-loved self is the image of self to which educators aspire. The way that greed and longing become known and expressed is through experience. Experience reaches back to the past while focusing on the present and leaning toward the future. Experience can be educative (productive) or non-educative (non-productive) (Dewey, 1938). Reflecting on non-educative experience can make it educative, albeit after-the-fact (Lyons, 2010).

Method
Narrative inquiry is “an experience of experience” (Clandinin & Connelly, 2000). It unfolds in a three-dimensional inquiry space, which, patterning Dewey (1938), accounts for temporality, sociality, and place. The proposed narrative inquiry uses fictionalization, along with broadening, burrowing and storying-restorying, as analytical tools to dig at the roots of the puzzling phenomena of “due” (what one is legitimately entitled to).

Findings
In the two featured stories of experience, the excessive entitlement of one educator trumps that of another or others. Then, the excessively titled individual, in both cases, claims that the other/s—not them—are acting in excessively entitled ways. Distilled to the essence, this is how the “not getting your due is your due” theme surfaced. The two stories—one about faculty and graduate students; the other unpacking a professor-professor exchange—draw to the forefront academic hegemonies, existing below the surface. These include but are not limited to: STEM educators believing they are more entitled, males considering themselves more entitled, and those who are older and/or more experienced thinking they are more entitled. Also, those with large grants can lord their superiority over others—even those who have received national/international recognition that far outweighs their achievements.

Significance
Worldwide, push-and-pull forces between different forms of goods are at work and how educators are recognized (given their due)—or not—has become a contentious issue, worthy of investigation. This contribution animates two rich cases that reveal complex societal forces that are in competition with one another where faculty recognition is concerned.

Author

• Cheryl J. Craig, Texas A&M University
  Presenting Author

and Dewey is also referred to in the following presentation that may be of interest to you:

Freedom's Song: Cultivating Creativity and Releasing Imagination Through Music — Speculative Memoir

• In Event: Creative Insubordination Research: Pushing Methodological Boundaries — Performing Dissertation Research — Liberating Academic Writing

Fri, May 5, 4:15 to 5:45pm CDT (10:15 to 11:45pm BST), SIG Virtual Rooms, Critical Issues in Curriculum and Cultural Studies SIG Virtual Session Room

Abstract

The researcher illustrates a speculative memoir where the researcher composes and speculates (Schubert, 1991) her memoir (Barrington, 1997/2002; Ledoux, 2006; Zinsser, 1998). The researcher questions educational climates in public schools where music is often devalued or eliminated. As a musician and music educator, the researcher explores the machines of power and control (Au, 2009, 2015; Callahan, 1962; Foucault, 1995; Freire, 2011; Garrison, 2009; Kohn, 2004/2012; Kozol, 1991; Ladson-Billings, 2006; Nussbaum, 2010; Pinar et al., 1995/2000; Ravitch, 2013; Rodriguez, 2011; Saltman & Means, 2015; Watkins, 2012) that sabotage creativity and imprison body and mind (Foucault, 1995). She seeks to empower the arts, specifically music education, through imagination and social emotional learning (Baker, 2008; Broudy, 1972; Daspit & Weaver, 2001; Dewey, 1934/2005; Eisner, 1979, 1994, 1998, 2002, 2003, 2006; Gershon, 2018, 2019; Greene, 1988, 1995, 2001; Ibrahim, 2019; Lake, 2010, 2013; Love, 2012; Rose, 2010; Rugg, 1963; Schubert, 1975, 2005, 2009, 2009b, 2010). She pushes the boundaries of traditional dissertation research not only in forms of inquiry (speculative memoir) but also in modes of expression and representation by including songs she has composed and an artwork co-created with her family. Six meanings have emerged from this dissertation inquiry. Standardization, cult of efficiency (Callahan, 1962), and high-stakes testing (Au, 2009, 2013 & 2015) perpetuate machines of power and control (Au 2009; Freire, 1970/2008), produce docile bodies (Foucault, 1995), and subtract schooling (Valenzuela, 1999; Schubert, 2009). Arts and music shackle test-centric curriculum (Eisner, 1979, 2002; Greene, 1995, 2001), liberate from the chains of machines of power and control (West, 2008; Kohn, 2004/2012; Horton, Kohl, & Kohl, 1998), release imagination (Greene, 1995; Rugg, 1963), cultivate creativity (Greene, 1995 & 2001), and inspire potentiality (Eisner, 1994, 2002 & 2003). Building courage to fight against machines of power and control to sustain freedom and agency, teachers need to dismantle dominant narratives (what is tested is valued, and what is not tested is devalued), resist teacher bashing and teacher deskilling (Nunez, 2015), thrive in living in-between tensions, and voluntarily exile (He, 2010) to teach towards freedom (Ayers, 2004) with students’ best interest and wellbeing at heart. To thrive as an arts teacher in the contested public-school space, one needs to cultivate inner self and inspire “optimism over despair” (Chomsky, 2017), love over hatred (Darder, 2017), and possibilities over impossibilities (Ayers, 2016; He 2021). Transgressing traditional research by composing a speculative memoir integrated with music and arts is an act of creative resistance against the machines of power and control (Schubert, 1991; Ledoux, 2006; Schalk, 2018; Angelou, 1969/2015). There is an increasing need to create inspiring learning environments (He, Schultz & Schubert, 2015) where students, teachers, parents, administrators, and policy makers work together to develop a curriculum of imagination where all students have equal opportunities to dive into their immensurable creativity and reach their highest potential (Siddle-Walker, 1996).

Author: Amanda Gonzales, Georgia Southern University

John Dewey is also referred to in the following presentation:

Adult Numeracy in the Digital Era

• In Event: Digital Literacy in Adult Education

Fri, May 5, 8:00 to 9:30am CDT (2:00 to 3:30pm BST), SIG Virtual Rooms, Adult Literacy and Adult Education SIG Virtual Session Room

Abstract

Objectives: Numeracy and digital literacy are essential to the pursuit of meaningful educational and career opportunities for adults, yet far too many adults lack basic numeracy and digital literacy skills. Adult Numeracy in the Digital Era (ANDE) is a five-year IES-funded project that aims to develop and evaluate an innovative, technology-enabled course designed to improving adult numeracy and digital literacy. The intervention leverages adaptive technologies to address learning gaps, supports the development of digital literacy and digital numeracy, integrates supports for English Language Learners, and incorporates routines that promote academic mindsets and habits of mind.
Theoretical framework: The design of the intervention is grounded in adult learning theories (Condelli, 2006), notably andragogy (Knowles, 1980), experiential learning (Kolb, 1984), transformative learning (Mezirow, 1997), and project-based learning (Dewey, 1938/1997; Larmer & Mergendoller 2010). These frameworks emphasize the relevance of curriculum; active learning; problem-solving and knowledge application; and opportunities for self-direction and reflection. We also draw upon research on teaching for mathematical understanding and the development of mathematical practices (Bransford et al., 2000), emphasizing productive struggle with challenging problems (Schmidt & Bjork, 1992); making conceptual connections explicit (Hiebert & Grouws, 2007); deliberate as opposed to routine practice (Ericsson, 2008; Pashler et al., 2007); opportunities for rich mathematical discourse (Moschkovich, 2007); and the role of collaborative learning in promoting mathematical sense-making (Esmonde & Langer-Osuna, 2013; Webb, 2009). Additionally, the integration of supports for digital literacy draws upon the concept of digital numeracy (Gal et al, 2020), which posits that digital literacy should encompass the knowledge needed to critically consume, interpret, and represent digital information (especially quantitative information).
Course curriculum and design. The intervention consists of a 10-week course, implemented in online or blended formats, and corresponding professional development. The course provides a personalized and adaptive learning experience, designed with applied contexts relevant to adult learners, and integrates video-conferencing to support collaboration. It also includes interventions targeting academic mindsets and habits that promote engagement and persistence as well as supports for ELL. The course focuses on the core mathematics of the middle grades levels (NRS EFLs 3 and 4). Digital literacy is incorporated in three ways. First, to support learners at the most basic levels, the Northstar basic digital skills assessment and learning modules are integrated into the course. Second, the course platform provides learners with in-context and just-in-time scaffolds for using the platform. Third, the curriculum includes tasks that require and provide support for the use of digital technologies with quantitative information, such as making sense of, analyzing, and representing quantitative data in different ways (e.g., using spreadsheets).
Significance: The rapidly growing adoption of technology in adult education is occurring with limited understanding of adults’ needs, preferences, and ability to use technology for learning. The project will provide valuable insight into how to design online and hybrid mathematical learning experiences to engage adult learners and promote mathematics learning and digital literacy development, as well as whether and how adult learners engage in and learn from technologies such as adaptive learning and online collaboration tools.

Authors

• Ann R. Edwards, WestEd
  Presenting Author
• Lewis Hogie
  Non-Presenting Author

I hope you enjoy the AERA virtual conference and the Dewey Studies SIG presentations and references to John Dewey and I hope that this was a useful notification.

Kind regards, Alison Taysum Dewey Studies SIG Communications Officer