文档介绍：Educational Philosophy and Theory, Vol. 37, No. 4, 2005
BlackwellOxford,EEducational0013-1857©September374OriginalTheodoraPAT 2005 PhilosophyUKArticle Publishing,Polito 2005 TheoryPhilosophy ofas Theory and Theory of SocietyCulture of Australasia Theory as Theory of
Culture: A Vichian perspective on the
educational theories of John Dewey and
Kieran Egan
T P
College of Staten Island of CUNY, NYC
Abstract
At the center of every well-constructed theory of education is a philosophical anthropology-
reasoned speculation as to the origins on man’s conditions in the history of culture, especially
the particular phenomenon of consciousness that underlies historical periods. Using the lens
of one of the most significant theories of culture produced, we examine the philosophical
anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which
are responsible for their divergent educational plans.
Keywords: culture, theory, curriculum, Dewey, Egan
Referring to the work of 18th century Italian philosopher Giambattista Vico, James
Engell (1985) says:
It might be said, then, that Vico’s project is the humanization of
knowledge. This does not mean salvaging an avid roster of ‘traditional
values’ often associated inappropriately with humanism. It is rather an
attempt to render knowledge relevant to human life and social
institutions, to save knowledge from ing inert, to help it serve
human welfare, justice, and health. The key faculty for this synthetic
endeavor is the mature imagination, and the key instrument used by the
imagination in this role is language—the vehicle that makes knowledge
directly relevant to human needs and desires, placing the power of
knowledge before society in public debate, legislatures, universities, and
courtrooms. Technical, mathematical, and crafted media are not ruled out
but subsumed; it es primarily through language that society
communicates with itself, de