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This article draws from John Dewey's philosophy of education, ideas about democracy and pragmatist assumptions to explain how his articles for The New Republic functioned pedagogically. Taking media as a mode of public pedagogy, and drawing extensively from Dewey's Democracy and Education, as well as from his book The Public and its Problems, the article explores the relationships between communication, education and democracy using the expanded conceptions of all the aforementioned advanced by Dewey. Borrowing insights from Randolph Bourne, who used Dewey's own ideas to criticize his mentor's influence on intellectuals who supported US involvement in World War I, the analysis explores the contradictions within Dewey's public pedagogy. The article suggests Dewey's relevance as a public intellectual in the liberal-progressive press, his view of the State and some of his related presuppositions produced a tension in his thought, delimiting democratic possibilities while simultaneously pointing toward greater democratic potentials. The essay concludes by suggesting that learning from both Dewey and Bourne prompts us to get beyond the former's public/private dualism to realize what he called the "Great Community" by communicating and practicing the Commons.

With the adoption of the Universal Declaration of Human Rights in 1948, education about human rights became an important focus of the new human rights regime and a core method of spreading its values throughout the world. This story of human rights is consistently presented as a progressive teleology that contextualizes the expansion of rights within a larger grand narrative of liberalization, emancipation, and social justice. This paper examines the disjuncture between the grand narrative on international movements for human rights and social justice and the lived experiences of marginalized students in urban environments in the United States. Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban, four-year college in Providence, R.I., with a student body which includes large populations of students who are of color, first-generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of agency. In particular, we advocate for a critical and transformational approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) human rights pedagogy must evaluate the position of the individual in modern life if liberation through human rights law and activism is to be possible.

In the spirit of solidarity, critical activist scholarship and collaborative critical inquiry, this article calls for adoption of a counterhegemonic, transformative education strategy by proposing the development of an alternative vision to current neoliberal education projects and standardization. The political economy of education is driven by the economic imperatives of neoliberalism promoting new modes of governance in the university space. Education, once positioned in the public domain and constructed as a place of intellectual thought and progressive pedagogy, is reframed and reconstituted into the knowledge economy and social enterprise. The article draws on Thomas Piketty's concepts of educational convergence, institutional change, and collective representation to embed transformative strategies that reclaim democratic academic thought and collective action. Piketty's concepts are supplemented by narratives from service users from a large non-government organization helping people transition out of poverty, which has an early childhood center as part of the support. Such an emancipatory strategy through the use of critical pedagogy helps reconnect links between learning, knowledge, and social change.

AbstractIn the late 1940s and 1950s American Catholic educators faced the dilemma of how to transmit Catholic faith and culture to the next generation while also reassuring their non‐Catholic neighbors that they were fully American in lifestyle and loyalties. This article examines one response to that dilemma: the convergence of public and Catholic school civics curricula through the widespread use of experiential pedagogy in Catholic civics education. Using a content analysis of civics textbooks and teacher's guides from both school systems, this article demonstrates how both kinds of schools converged on an experiential style of civics education, despite vocal opposition to "progressive" pedagogy at elite levels of Catholic educational discourse. The article then presents a partial explanation for this dissonance, demonstrating the moral certainty exhibited in the same Catholic‐school textbooks, and suggesting that Catholic educationists understood American Catholics to be morally privileged in a way that gave them special insight into American democracy and protected them from the negative influences of secular educational philosophy. This case study speaks to larger questions of how organizations manage conflicts between abstract principles and practical action, and suggests the value of including religious schools in the sociological study of "loose coupling" in educational organizations.

At the beginning of the twentieth century in Bulgaria the developmentof the idea about art education has "common features" with the progressiveprocesses in other European countries, but is characterized with originality, which is determined by the national image and vitality of the Bulgarian art, influenced by the newly established National academy of art and from the democratic traditions in our enlightenment work. The article attempts a new reading of the "School Practice" journal, published in the period 1906 – 1912, which reflects bold and progressive for its time pedagogical ideas related to the utopian idea of the ideal school. The study of these progressive ideas for its time is based on historical retrospection, study and interpretation of selected articles published in the "School Practiceˮ journal.

The study focuses on the influence of green behaviour based on the theory of planned behaviour (TPB). A conceptual model has been developed from TPB with additional factors linking green behaviour. A quantitative research method has been adopted. The data is gathered from a survey which has been administered by distributing questionnaires to 280 green consumers in Kuala-Lumpur, Malaysia. The data has been processed vis-à-vis the assessment of measurement and structural model using SmartPLSver3.0. The study contributable examines the role of predictive factors and how it influences green behaviour. Perceived behavioural control (PBC) and attitude dimensions are included as suggested by TPB. The results show that attitude and green culture positively influence green behaviour in TPB; whereas, PBC and awareness show no influence. The study shows the path to translate green culture and attitude to validate the TPB model. While the findings on green culture conform earlier studies, and indicate for a mixed collectivist society like Malaysia; where people showcase their belief while embracing green behaviour. The study further provides an insight to policymakers on how to increase awareness and improve progressive pedagogy on green behaviour.

AbstractThis paper examines changes between 1992 and 2010 in Japanese junior high school history textbooks' representations of imperial Japan's colonialism and aggression in Asia, using documentary study and interviews with actors in the textbook production process. Following a trend to increase textbook material on Japan's wartime aggression in the mid-1990s, after 2000 publishers approached this topic in contrasting ways, some expanding and some reducing their coverage, with dramatically varying results in terms of market share. Publishers' decisions on content were related to their market position and to changes in local textbook adoption procedures that have increased the decision-making power of appointed boards of education at the expense of teachers. Increased market share since 2000 is associated primarily with a progressive pedagogy in tune with recent curriculum reforms. The recent spotlight on textbook adoption has exposed weaknesses in the system, such as inadequate representation of the local community and insufficient guarantee of teachers' expert input in the adoption process. With the introduction of new textbook approval criteria requiring their conformity with the patriotic emphases of the revised Fundamental Law on Education of 2006, the content of future textbooks will clearly be strongly influenced by both approval and adoption processes.

"The aim of the research was to determine the social and psychological predictors of alcohol-related incidents involving servicemen. The research involved 310 servicemen, who were subjected to disciplinary and administrative penalties within 2016-2021 years for the offence commitment under the influence of alcohol. The control group included 650 servicemen who joined the service within this period. The analysis of psychological features of servicemen was carried out with the help of the following methods: "Determination of Type Accentuation of Character Traits and Temper" Questionnaire, "Self-Esteem Structures of Temper Questionnaire", "Multilevel Personality 'Adaptability' Questionnaire", "Progressive Matrix", "16 PF Questionnaire", and "Self-Esteem Structures of Temper Questionnaire". Cluster analysis was used to differentiate servicemen who committed incidents under the influence of alcohol. The determined typology was valuable for the organization of preventive works, events dedicated to the improvement of socialization by recruits, adequate formation of servicemen image as well as their identification in accordance with it, and events dedicated to the prevention of suicidal behaviour."

Modifi cation of labour functions and the progressive development of digital technologies and means of communication leads to the emergence of new professions, respectively, there is a need to fi ll them with jobs. In this connection, a large number of studies appear studying the features of changing professional identity at the present stage of social development. The purpose of this article is to analyse modern empirical research aimed at studying professional identity in the context of digitalisation, professionalism. Based on the analysis, the problem points of the studied area were identifi ed and the directions
for further study of the socio-psychological construct of professional identity in the transitive processes of modern society were identifi ed.

The article deals with institutionally developed ESP (English for Specific Purposes) courses, one of the predominant and progressive language teaching approaches in tertiary education, as it is focused on the specific and profession-related needs of students. The paper studies the role of analysis and material selection needs, later adaptation according to particular specialty student requirements, changes of business environment and current demands for English language skills. The implication of the study results in that ESP courses should be more attuned to students' needs targeting productive skills, specialised vocabulary, language functions and intercultural competency. The study alsodiscusses the ways and methods, which can increase professional competency development in the context of the multiprofessional environment of a modern economic university experiencing constant changes due to internationalisation.

Considers the growing importance of automatic data collection (ADC) and electronic data interchange (EDI) in logistics and distribution, and the need for an additional paradigm. ADC and EDI require additional conceptual consideration in logistics pedagogy. The utilization of the Internet to acquire knowledge globally is a new and progressive way to advance business logistics. Presents some theoretical hypotheses and procedural guidelines for improved logistical linkages.

In what follows, we present a conversation with Professor Noam Chomsky on the topic of whether the business school might be a site for progressive political change. The conversation covers a number of key issues related to pedagogy, corporate social responsibility and working conditions in the contemporary business school. We hope the conversion will contribute to the ongoing discussion about the role of the business school in neoliberal societies.

This article considers how the intersection of cultural theory and pedagogy in the classroom might be utilized to foster greater global awareness and engagement. Specifically, it addresses how critical examinations of theories regarding the constitution of subjectivity relate to developing and advancing progressive conceptions of global corporate behavior and how liberatory pedagogies (i.e., addressing questions of culture, knowledge, power, representation, and agency) might intercede in the development of more ethically conscious conceptions of corporate professionalism. Such exercises force new considerations for imagining the world and one's role in it, potentially stimulating new forms of social engagement within and against the logics and reality of global capital; forms that promote progressive thinking and social justice while reinvigorating how we collectively conceptualize and engage the dynamics of the corporate sphere in our global age.

Object of study this article is the problem of progressive development and aesthetizations social relations of Russia before reform (1861), reflected in literary, social, political works political attitudes of P.L. Lavrov. An object of research are his literary, social, economic, political views analyzed from aesthetic positions. In article is the actual socio-philosophy problem of development, transformation, perfection, humanisation and harmonisation social relations.

My thesis is that liberal and progressive education models respectively refer to dual and unitary conceptions of intellectual development, and that these differences account for their pedagogical antagonisms. I test the validity of this argument by using it to account for the evolution of Western pedagogy and the fate of liberal and progressive education. I introduce the dualist epistemological premises of the major educational models that have followed one after the other in the history of Western education. Then, I account for the impact of classical empiricism, and later evolutionary doctrines, on the discredit of liberal education and the emergence of educational progressivism. Progressive educational conceptions are rooted in a representation of humankind developed under the influence of the Darwinian revolution. They justify an adaptive model of the mind within the framework of a functionalist psychology. According to alternative currents of modern educational thought, the use of auxiliary means of thought marks a rupture with human biological development. These currents underpin a dual conception of human reason according to which rational or theoretical understanding is a sui generis dimension of thought. They offer support for a modernized version of liberal education.