Nosso objetivo é analisar as bases naturalísticas da teoria da investigação de John Dewey. Primeiramente apresentamos os fundamentos biológicos de sua teoria lógica da investigação. Com efeito, em sua Lógica Teoria da Investigação, uma de suas mais importantes obras, o naturalismo do filósofo defende a continuidade entre operações investigadoras e operações e funções biológicas, sendo que estas preparariam o caminho para aquelas. Em seguida, a exposição das bases culturais da teoria evidencia o importante papel da linguagem na investigação, mostrando que há uma transformação gradual da conduta puramente orgânica em conduta inteligente. Em nossa pesquisa, analisa-se ainda a relação de continuidade vista por Dewey entre senso comum e ciência, e também o padrão comum, por ele estabelecido, de toda investigação humana. / Our goal is to analyze the bases of naturalistic theory of inquiry of John Dewey. First we present the biological foundations of his logical theory of inquiry. Indeed, in his Logic - Theory of Inquiry, one of his most important works, the naturalism of the philosopher argues for continuity between operations researchers and operations and biological functions, and these prepare the way for them. Then, the exposure of the cultural foundations of the theory highlights the important role of language in research, showing that there is a gradual transformation of the conduct purely organic in conduct intelligent. In our research, we analyze further the relationship of continuity seen by Dewey between common sense and science, and also the common standard, established by it, to all human inquiry.

A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio do sistema filosófico deweyano como um todo. Nessa empreitada, privilegiou-se o recorte da continuidade entre o estético e o científico, ou entre valor e investigação enquanto característica essencial de tal teoria estética. Na observação dos pressupostos filosóficos gerais do filósofo, verificou-se que sua estética se estabelece, necessariamente, em continuidade ao método experimental das ciências naturais, consolidando proposições características essenciais de sua teoria da arte: Dewey crê na supremacia da contingência do processo que é a própria natureza, contínua, cumulativa, em sentido amplo, o que justifica que o ideal deva deixar de ser contemplativo para se converter num instrumental operativo, ou seja, um método experimental em virtude do meio; assim sendo, a estética deweyana deve ser compreendida, principalmente, em seu caráter investigativo, ou seja, em continuidade à ciência; Dewey rejeita os dualismos filosóficos, a metafísica e a epistemologia tradicionais; logo, sua estética desconsidera igualmente qualquer \"transcendental\" ou \"transcendente\" em termos clássicos; portanto, a arte ou estética, seja ela ato expressivo ou cultura, se daria entre diversos ritmos contínuos, nunca dualistas ou hierárquicos, no sentido da busca de um ideal Absoluto. Segundo a estética de Dewey, o valor reside precisamente no ritmo próprio do processo por exemplo: entre tensão e harmonia, comum e extraordinário, real e ideal etc. Dessa articulação ativa entre os vários aspectos em continuidade é que surgiria o ato expressivo, pela experiência singular imaginativa, e a cultura como um todo, mediante a comunicação. / The present theoretical-philosophical research argues descriptively about the aesthetic theory of the american philosopher John Dewey, in regards to the principle of continuity\" within Dewey\'s philosophical system as a whole. Bearing that in mind, the continuity of the aesthetic and the scientific were focused, as well as value broadly conceived and knowledge viewed as a scientific approach, and as the essential feature of Dewey\'s aesthetic theory. Thus, through the observation of the philosophers general assumptions, it has been verified that his aesthetics is necessarily established in continuity with experimental methods of natural sciences, which consolidates a few of the essential features propositions of his art theory: Dewey\'s supreme belief in the contingent of the process, which is continuous, cumulative, and broadly conceived as nature itself, implies that the ideal must cease to be contemplative and thus become instrumental and operative, which means it should become an experimental method in virtue of the environment. Therefore: Dewey\'s aesthetics must be primarily understood within its investigative character, that is, in its continuity to science; Deweys rejection of traditional metaphysics, epistemology, and philosophical dualisms prevents any classical interpretation of \"transcendental\" or \"transcendent\". Therefore art or aesthetics, as acts of expression or culture, should be continuous to a diversity of rhythms, but never dualistic or hierarchical in the sense of any ideal in pursuit of the Absolute. According to Dewey\'s aesthetics, value resides precisely in the pace of the process itself, such as between tension and harmony, ordinary and extraordinary, real and ideal and so on. From this active articulation between all the aspects of continuity an expressive act would emerge, as the realm of a singular imaginative experience, and of culture as a whole, through communication.

Este estudo trata da trajetória profissional de Benedicta Valladares Ribeiro (1905-1989) na Escola Normal Modelo de Belo Horizonte, Minas Gerais, no período de 1926 a 1967. Teve a intenção de verificar se sua formação nos EUA influenciou o desempenho pedagógico da pesquisada, a qual dedicou grande parte de sua vida à educação. De forma pioneira, em 1926 foi em missão oficial do governo de Minas Gerais, com um grupo de professoras, estudar no Teachers College, na Universidade de Columbia nos Estados Unidos e, ao retornarem, trabalharam na reforma do ensino mineiro, auxiliando na implementação da Escola Nova. A fim de compreender sua atuação, em primeiro lugar foi abordado o governo mineiro de Antônio Carlos de Andrade, no qual Francisco Campos foi secretário do Interior o qual implementou a reforma da educação no Estado. Depois foram abordados outros aspectos relativos à face mulher e à esfera profissional de Benedicta V. Ribeiro. O último capítulo trata da sua trajetória profissional. Para consolidação da pesquisa foram utilizadas cartas pessoais de Benedicta trocadas com a família no período em que esteve nos Estados Unidos, as quais deram voz a essa jovem professora pesquisadora. Foram realizadas também entrevistas com ex-alunas, as quais elucidaram o seu percurso profissional. Destaque-se que a professora, ainda de forma pioneira, acreditava na importância da arte integrada a todo ensino e a necessidade de explorar com as crianças a imagem antes da escrita. O aperfeiçoamento no Teachers College influenciou significativamente a professora. Ela passou a ser uma admiradora de John Dewey e de outros educadores e filósofos precursores da Escola Nova. / This study deals with the career of Benedicta Valladares Ribeiro (1905-1989) in the Normal School Model of Belo Horizonte in Minas Gerais, in the period from 1926 to 1967. The study had the intention to determine whether the training in the U.S.A. has influenced the teaching performance of Benedicta, who devoted much of her life to education. In a pioneer way, in 1926 Benedicta went in an official mission of Minas Gerais government, with a group of teachers, in order to study at the Teachers College in the University of Columbia in the U.S.A. and when they returned, they worked in a reform of the education in Minas Gerais state, assisting in the implementation of the New School. In order to comprehend her performance, the government of Antônio Carlos de Andrade in Minas Gerais was the first approached, in which Francisco Campos, who was a country secretary, implemented the reform of education in the State. Then, it was discussed other issues related to women and to the Professional sphere of Benedicta V. Ribeiro. The last chapter deals with her professional career. To consolidate the research, Benedictas personal letters exchanged with her family in the period while she was in the United States were used, which gave voice to this young researcher professor. Also, interviews were conducted with her former students and that elucidated her Professional career. It is noteworthy that the teacher, even in a pioneer way, believed in the importance of art integrated into all education and the needs to explore with children the image before writing. The improvement at the Teachers College has significantly influenced the teacher, who became an admirer of John Dewey and other educators and philosophers precursors of the New School.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-03T17:46:17Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) / Made available in DSpace on 2016-03-03T17:46:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) Previous issue date: 2015-02-12 / A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos referentes a esse tema inspirou a realização desta pesquisa. O objetivo geral deste estudo foi compreender como acontece a aprendizagem de gestores por meio de suas experiências na organização estudada – uma construtora pernambucana de médio porte. Três questões orientaram esta investigação: a) Quais as principais experiências de aprendizagem dos gestores? b) O que os gestores aprendem por meio de suas experiências? c) Como os gestores aprendem por meio de suas experiências? Esta pesquisa foi fundamentada na abordagem construtivista da aprendizagem pela experiência, com base nos conceitos de experiência e reflexão de Dewey. Realizou-se um estudo de caso único, no qual a Viana & Moura Construções S/A foi selecionada mediante critérios. Seis foram os gestores pesquisados e 12 entrevistas semiestruturadas realizadas, além de análise documental e observações. A análise de dados ocorreu em paralelo à coleta e utilizou-se o método comparativo constante e a amostragem teórica advindos da teoria fundamentada. Os resultados indicaram dois eventos como as experiências mais significativas de aprendizagem dos gestores, por meio dos quais concluiu-se que eles aprenderam novas concepções como insumo para decisões e novas formas de conduzir processos. E, concluiu-se que eles aprenderam por meio da vivência de problemas e pelas reflexões, havendo destaque para o papel das emoções nesses processos. Considerou-se que essa investigação possa ter contribuído para a confirmação de conceitos de Dewey, em especial o caráter transacional das experiências e as fases do pensamento reflexivo. / Managers’ learning is a subject of high impact not only to organizations and its employees, but also to the whole society. Thus, the gap within the studies on this subject has motivated this research. The aim of this study was to understand how managers have learnt from their experiences in the selected organization – a pernambucana midsize construction company. Three questions guided this investigation: a) what are the managers’ most significant learning experiences? b) what do managers learn from their experiences? c) how do managers learn from their experiences? This research is based on the constructivist approach of learning from experience, drawing from Dewey’s concepts of experience and reflection. A single case study was conducted, and Viana & Moura Construções S/A was selected by several criteria. Six managers were interviewed as 12 interviews were carried out, besides, documental analysis and observations were also executed. Data analysis took place at the same time as data collection, and the constant comparative method and theoretical sample, drawn from the grounded theory, were applied. The results showed two events as the most significant to the managers, through which they’ve learnt new concepts as inputs to make decisions and new ways of conducting processes. Furthermore, they’ve learnt while going through problems and while reflecting. The presence of emotions on the processes of learning also stood out. It is argued that this investigation might have contributed to the reassurance of Dewey’s concepts, in particular, the transactional aspect of experiences and the phases of inquiry.

A presente tese tem como tema as contribuições de Edward Lee Thorndike e de John Dewey no campo da educação matemática. Especificamente, a pesquisa teve como objetivo investigar os processos de circulação das ideias desses educadores na formação matemática de professores do ensino primário no Brasil e as apropriações decorrentes desses processos, centrando a discussão entre as décadas de 1920 e 1960. Os conceitos de circulação, apropriação e histórica conectada, dentre outros, foram operados com base em autores tais como Roger Chartier, Serge Gruzinski, Pierre Bourdieu e Michel de Certeau. Constituíram-se enquanto fontes de pesquisa programas de ensino, manuais pedagógicos, relatórios de viagem, correspondência, jornais e revistas pedagógicas. A análise desenvolveu-se privilegiando os viajantes pedagógicos e os impressos. Quanto a este último, o foco recaiu nos programas de ensino, bibliotecas pedagógicas e manuais pedagógicos. Dentre as conclusões, observa-se o papel importante que os viajantes pedagógicos desempenharam na circulação das ideias de Dewey e de Thorndike, seja na forma de publicações que faziam referência aos educadores estadunidenses, ou por meio da atuação docente na formação de professores. Outros meios de promover essa circulação foram os programas de ensino e bibliotecas pedagógicas, nos quais constam títulos de Dewey e Thorndike e manuais que a eles fazem referência. Em termos de apropriação, percebe-se a presença de Dewey para tratar de assuntos de escopo mais geral da educação, enquanto que Thorndike é mobilizado para discutir questões mais específicas de aritmética, tais como a importância de recorrer a situações e valores reais. / The following thesis focus on the contributions of Edward Lee Thorndike and John Dewey to mathematics education field. Specifically, the research had as aim to investigate the processes of circulation of these authors ideas in mathematics teachers education in Brazil and the correspondent appropriations, focusing the discussion in the period between 1920s and 1960s. The concepts of circulation, appropriation and connected history, and others, were operated based in such authors as Roger Chartier, Serge Gruzinski, Pierre Bourdieu and Michel de Certeau. Some of the sources were course programs, handbooks, travel reports, correspondence, papers and pedagogical journals. The analysis privileged the pedagogical travelers and the impressions. In relation to the impressions, the focus was the course programs, pedagogical libraries and handbooks. The conclusions point to the important part played by the pedagogical travelers in the circulation of Deweys and Thorndikes ideas, through publications referring to these American educators or based on practice in teachers education. Other ways that promoted the circulation were the course programs and the pedagogical libraries, where there are Deweys and Thorndikes works included or handbooks that mention them. Related to appropriation, Dewey is mentioned referring to general aspects of education, and Thorndike to more specific discussions related to arithmetic.

Made available in DSpace on 2016-04-04T18:33:07Z (GMT). No. of bitstreams: 1 Jose Aguiar Nobre.pdf: 983069 bytes, checksum: 3514d8014410469a99ee32a0d5564066 (MD5) Previous issue date: 2012-02-01 / Reflecting on the issue of quality democratic and public education from the pedagogical thinking of Anisio Teixeira, let us to understand that to reach of effective education is necessary teachers' education and the favorable conditions for the development of his educational work. The formal question of this thesis is: what are the challenges from the pedagogical thinking of Teixeira, for the implementation of educations democratic, public and quality with? The methodology of work limited to the field of philosophy of education, fostered by literature review led us to understand, with Teixeira, the school is the place by excellence of conquest and defense of basic rights of citizens. The procedure adopted for the survey consisted of two phases: (i) analysis of thesis and dissertations in the CAPES Thesis database, 2006 to 2010 and (ii) reading and abstract of works by expertise in the thought and work of Anisio Teixeira and John Dewey. The theoretical approach consisted in the pragmatism of John Dewey. We reflect on the concept of democracy Teixeira understood not only as a form of government, but as a new social organization, which seeks to give all individuals equal opportunities and equal responsibilities for the free expansion of its values. We discussed about the need for constant evaluation of the potential available in the users of public school for their participation in democratic management, measuring the obstacles to ensure that they do not end up stifling the potential of the community. We also discussed about the real need of education for the realization of empowerment leading to social democratization, measuring the obstacles to ensure that they don?t end up stifling the potential of the community. We also analyze the real need for effective educations leading to the emancipation of social democratization. The results achieved with the research in response to the question raised, highlighted five challenges for effective democratic and public education quality. And therefore we see that a democratic society depends directly on education to be effective. Democracy can not exist without quality education for all citizens, since the transformation is required for all and not just on part of society. / Refletir sobre a quest?o da educa??o democr?tica e p?blica de qualidade a partir do pensamento pol?tico pedag?gico de An?sio Teixeira, neste trabalho, nos levou a entender que a forma??o do educador e as condi??es favor?veis ao desenvolvimento do seu trabalho educativo constituem requisitos essenciais para a efetiva??o dessa educa??o. A pergunta formal desta disserta??o foi assim formulada: quais os desafios, a partir do pensamento pol?tico pedag?gico de An?sio Teixeira, para a efetiva??o da educa??o democr?tica e p?blica de qualidade no Brasil atual? O m?todo do trabalho, circunscrito ao campo da filosofia da educa??o, fomentado por meio da revis?o bibliogr?fica nos levou a compreender, com An?sio Teixeira, que a escola ? o lugar por excel?ncia de conquista e defesa dos direitos essenciais do cidad?o. Os procedimentos adotados para a pesquisa consistiram em duas fases: (i) an?lise de teses e disserta??o no Banco de Teses da CAPES, de 2006 a 2010 e (ii) leitura e fichamentos de obras de autores especialistas no pensamento de An?sio Teixeira e a obra de John Dewey. O referencial te?rico adotado consistiu no pragmatismo de John Dewey. Refletimos sobre a concep??o de democracia de An?sio Teixeira entendendo-a n?o somente como uma forma de governo, mas como uma nova organiza??o social, em que se busca oferecer a todos os indiv?duos iguais oportunidades e iguais responsabilidades para a expans?o livre dos seus valores. Discutimos acerca da necessidade de constante avalia??o sobre as potencialidades dispon?veis na comunidade dos usu?rios da escola p?blica para a sua participa??o na gest?o democr?tica, medindo os obst?culos a fim de que esses n?o acabem por sufocar as potencialidades da comunidade. Analisamos tamb?m sobre a real necessidade da educa??o para a efetiva??o da emancipa??o que conduz ? democratiza??o social. Os resultados alcan?ados com a pesquisa, em resposta ? pergunta levantada, evidenciaram cinco desafios para a efetiva??o da educa??o democr?tica e p?blica de qualidade. E, sendo assim vimos que a sociedade democr?tica depende diretamente da educa??o para se efetivar. N?o podendo a democracia existir sem a educa??o de qualidade para todos os cidad?os, uma vez que a transforma??o se exige para todos e n?o para uma parte da sociedade apenas.

Made available in DSpace on 2016-04-04T18:33:19Z (GMT). No. of bitstreams: 1 Aurora da Silva Teixeira.pdf: 2848311 bytes, checksum: 74ca1262ef5b172b25a40f913bb1f5bb (MD5) Previous issue date: 2014-12-19 / This paper analyzes the educational concept of a public policy of the Basic Education Board (DEB) of Higher Education Personnel Training Coordination (CAPES), the Institutional Scholarship Program Introduction to Teaching (Pibid), in the context of pragmatism. The problem of the investigation is worded as follows: educational concept that is present in the Institutional Scholarship Program Introduction to Teaching (Pibid) in consideration of pragmatism? Capes, from 2009, went on to create educational policies for the improvement of basic education, including Pibid. The philosophical perspective, interests investigate the assumptions of this educational concept in the plan, through official documents and, as a hypothesis, investigate whether the pragmatic education approach is present, or the need to prepare teachers for teaching, from the point of view of the organization of the curriculum, the practical nature of teacher education. It is not intended to discuss the issue of teacher training, as this work is allocated in line for Public Policy Research in Education: the purpose of, first, discuss and understand the educational concept present in Pibid by studying, therefore, its implementation process, from official data. The method relates to the literature review, with emphasis on the analysis of documents, comprising: reports, laws, edicts, decrees and documents of the Basic Education Board and CAPES, which documents are constituted as expedients to be analyzed. From the point of view of substance, it seeks to support and clarify the educational pragmatic conception of John Dewey and through this reference, program design analysis is made. As result achieved, we find that the educational concept present in the Institutional Program Initiation Scholarships to Teaching presents pragmatism of evidence developed by John Dewey, approved in Brazil by the writings of AnisioTeixeira. / O presente trabalho analisa a concep??o educacional de uma pol?tica p?blica da Diretoria de Educa??o B?sica (DEB) da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES), do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia (Pibid), no contexto do pragmatismo. O problema da investiga??o est? assim formulado: que concep??o educacional est? presente no Programa Institucional de Bolsas de Inicia??o ? Doc?ncia (Pibid) na considera??o do pragmatismo? A Capes, a partir de 2009, passou a criar pol?ticas educacionais para o aprimoramento da Educa??o B?sica, incluindo o Pibid. Na perspectiva filos?fica, interessa investigar os pressupostos da concep??o educacional presente no plano, por meio dos documentos oficiais e, como hip?tese, investigar se a perspectiva de educa??o pragm?tica est? presente, seja pela necessidade de preparar professores para a pr?tica docente, seja do ponto de vista da organiza??o da matriz curricular, pelo car?ter pr?tico da forma??o do professor. N?o se pretende discutir a quest?o da forma??o docente, dado que este trabalho est? alocado na linha de pesquisa de Pol?ticas P?blicas em Educa??o: busca-se, antes, discutir e compreender a concep??o educacional presente no Pibid, estudando-se, para tanto, seu processo de implementa??o, a partir dos dados oficiais. O m?todo diz respeito ? revis?o da literatura, com destaque para a an?lise documental, compreendendo: relat?rios, leis, editais, portarias e documentos da Diretoria de Educa??o B?sica e da CAPES, documentos estes que se constituem como expedientes a serem analisados. Do ponto de vista do m?rito, busca-se fundamentar e esclarecer a concep??o pragm?tica educacional de John Dewey e, por meio dessa refer?ncia, uma an?lise da concep??o do Programa ? feita. Como resultado atingido, verificamos que a concep??o educacional presente no Programa Institucional de Bolsas de Inicia??o ? Doc?ncia apresenta ind?cios do pragmatismo desenvolvido por John Dewey, recepcionado no Brasil pelos escritos de An?sio Teixeira.

John Dewey (1859-1952) responde por reflexões pedagógicas de grande disseminação, encontradas em meio a uma vasta produção que trata de múltiplas questões prementes de seu tempo, em particular aquelas relacionadas à democracia. Partindo da premissa de que sua filosofia da educação é melhor compreendida quando associada a suas reflexões mais abrangentes, elegeu-se como objetivo desta pesquisa a análise da ressonância da ética de John Dewey em seus ideais pedagógicos, diante de sua concepção de sociedade democrática. O autor se opõe à compreensão da moral como reduto exclusivo da subjetividade sua ética é social e cultural, nascendo o exercício moral de um contexto que serve de base para a busca de alternativas diante de conflitos. Impulso, dever, desejo, interesse, hábito e consequência são componentes da deliberação moral, que ocasionalmente entram em disputa e contam com o apoio da razão e da sensibilidade para descobrirem formas de se harmonizar esse ajuste é a ética, que se efetiva ao considerar as possibilidades de crescimento pessoal e comum que uma decisão traz. Importa a Dewey devolver a ética ao homem comum, nas sua ações cotidianas, para que cada um possa tomar parte das responsabilidades sobre si mesmo e sobre a vida comunitária. Somos constituídos por nossos atos e, portanto, a conduta expressa o caráter. Por isso, o autor confere importância aos hábitos, enquanto resposta rápida às demandas da vida prática, mas assegura à inteligência o papel de conduzi-los, interrompendoos sempre que não respondem adequadamente. Porque não estamos sozinhos no mundo, a ética se faz necessária e é condição para a convivência. Todavia, esse contato não é apenas restritivo; é também chave para uma expansão de sentidos da experiência e para a descoberta de dimensões mais profundas de existência. Essa relação complexa com o outro desafia a inteligência a prospectar alternativas mais integrativas quando escolhemos a democracia. Com isso, a imaginação moral é imprescindível para que o homem desvende novos caminhos em situações de crise. Ela permite ao sujeito um deslocamento para variadas posições, viabilizando a empatia efetiva por interesses alheios. Logo, a imaginação moral é vista por Dewey como um ensaio dramático, em que antecipamos mentalmente resultados esperados em diversos cursos de ação. Essa variedade de opções é criada pela imaginação, cuja liberdade em desenhar mundos possíveis deriva de sua capacidade de articular razão e sensibilidade. Para Dewey, a educação fomenta hábitos e valores, ou seja, promove um certo tipo de cultura. Assim, para que se volte a uma ética democrática, precisa cotidianamente trabalhar com práticas e princípios condizentes. Deve formar hábitos flexíveis e alargar a imaginação, para que esta possa se expressar viva e criativamente. Educação, democracia e ética têm como sujeito o homem comum, que pode forjar um caráter para si e, ao mesmo tempo, participar da condução do mundo que habita. Apenas pelo uso de meios democráticos, em que o interesse pessoal e o comum se articulam, pode uma sociedade se tornar democrática: a filosofia da educação de Dewey ressoa em suas muitas proposições a busca ética por essa harmonia. / John Deweys (1859-1952) pedagogical ideas are largely propagated, as part of a vast body of intellectual work dealing with several pressing issues of his time, especially those related to democracy. Assuming that his philosophy of education is best understood when associated to his broadest reflections, the main objective of this research is the analysis of the resonance of John Deweys ethics on his pedagogical ideals, in face of the authors conception of democratic society. Dewey opposes the idea of morality confined in subjectivity; his ethics is social and cultural, since moral exercise emerges in a context that serves as basis for the search of alternatives before conflicts. Impulse, duty, desire, interest, habit and consequence are components of moral deliberation, occasionally confronting each other; it is through the aid of reason and sensibility that they find ways of harmonizing this adjustment is ethics, which becomes effective through the consideration of possibilities for personal and collective growth implied in its decisions. Dewey is concerned in returning ethics to the common man, throughout his daily actions, so that every person can be responsible for himself and for the community. We are made from our actions and, therefore, conduct expresses our character. Hence, the author attributes great importance to habits, understood as fast responses to the demands of practical life; however, intelligence also has its role, interrupting habits when they do not function properly. Because we are not alone ethics is necessary, it is prerequisite to cohabitation. Nonetheless, this social contact cannot be seen as solely restrictive; it is also key to an expansion in the meaning of experience and to the discovery of a deeper understanding of existence. This complex relationship with others challenges intelligence to search for more unifying alternatives, whenever we live in democracy. Thus, moral imagination is necessary for man to find new paths in a crisis situation. It allows us to shift to other perspectives, effectively enabling sympathetic feelings. Accordingly, moral imagination is seen as a dramatic rehearsal, through which we mentally anticipate expected results of multiple courses of action. This variety of options is created by imagination, whose freedom to design possible worlds derives from its ability to articulate sense and sensibility. For Dewey, education fosters habits and values, i.e., it promotes a certain kind of culture. Therefore, in order to be in agreement with democratic ethics, education must work daily with appropriate practices and principles. It must form flexible habits and broaden imagination, in order for it to express itself lively and creatively. The common man is the subject of education, democracy, and ethics. It is he who can forge his own character and, simultaneously, take part in the making of the world in which he lives. Only through the use of democratic means, where personal and common interests are articulated, can society become democratic: Deweys philosophy of education states in many of its propositions this ethical search for harmony.

The aim of this essay is, firstly, to – through a text analysis – compare the curriculum of Waldorf education in Sweden (in the essay referred to as “WL”) to the Swedish national curriculum “Lpo 94”, to uncover possible differences and similarities between these documents, and, secondly, to present the roots and educational philosophies that these two curricula, respectively, are based upon. The purpose hereby is to be able to trace, describe and explain the differences between the pedagogical practices of Waldorf education and that of conventional Swedish schools. In the essay, a historical investigation of the main traditions of ideas behind the Swedish national curriculum is briefly carried out, where I swiftly present the educational philosophies of John Dewey (1859-1952) and Lev S. Vygotsky (1896-1934). Next, an investigation of the worldview and philosophy of Rudolf Steiner (1861-1925) is effectuated, where I attempt to bring to light Steiner’s anthroposophical and holistic worldview – a worldview that throughout the 20th century has developed into an international and wide-ranging anthroposophical movement – as well as his concepts of knowledge, science and educational philosophy. It is made clear that Steiner’s texts and lectures are continuously centred on a holistic outlook on mankind and nature, as well as the spiritual development of humankind and deeper development of the mind. Even though the text analysis of the two curricula shows several similarities between the curriculum of Waldorf education and the national one – in particular regarding in what way the text is structured, as well as in what way the basic (democratic) values are expressed – the analysis also displays a wide range of differences. The curriculum of the Waldorf education displays a closer relation to Steiner’s holistic worldview and educational ideas than does Lpo 94 to the educational ideas of Dewey and Vygotsky, and it focuses more on the importance of the child’s playing activities, creativity and art compared to conventional schools, even though these perspectives do exist here as well. It is argued that, above all, it is the outlook on mankind behind the curriculum that shapes the educational system and the practices within it. The outlook on mankind of Steiner and the Waldorf curriculum focuses on the importance of the pupil’s spiritual development, something that is seldom – if ever – considered in the conventional school. This seems to have an impact on the Waldorf schools in the sense that the pupil is less likely to share materialistic values, and, instead, to have a better understanding of civic and democratic values as a whole. Thus, the curriculum of Waldorf education can – in a much higher degree than the national one, Lpo 94 – be viewed as a “curriculum for the soul”, i.e. to be a curriculum that focuses on the pupil’s spiritual development. Curriculum, Waldorf education, Lpo 94, Rudolf Steiner, educationalphilosophy, anthroposophy, John Dewey, Lev S. Vygotsky

During the recent years the interest in entrepreneurial education has increased both in terms of research being made in the subject, but also in the extent of entrepreneurial courses in Swedish secondary schools, where as the concept Junior Achievement (JA) is particularly being used. A common goal of the entrepreneurial education is apart from teaching the students how to start and run a business, to develop the students’ entrepreneurial skills and competences. The main purpose of the essay is to describe and illustrate the role of the teacher in the entrepreneurial pedagogy being used in courses with the JA concept and to investigate which entrepreneurial skills are being developed by the students participating in these courses. There is also the purpose of investigate what the characteristics are of this entrepreneurial pedagogy being used in the courses using the JA concept. The main theoretical foundation underpinning this study is the pedagogical philosophy formulated by John Dewey and the theory of situational leadership. My study took place in a secondary school in the area ofStockholm, where the JA concept was used in economical and project work courses. Two teachers teaching on these courses were interviewed and a questionnaire survey was conducted to obtain data from the teachers’ students. The main findings from this study are that the entrepreneurial pedagogy being used in the courses with the JA concept show high similarities with the philosophy of John Dewey. The role of the teacher is to be a tutor, guiding the students through the work process, by being more directional and instructive at start, and more supportive and encouraging in the end. However, the results show that it‘s unclear if the amount of help and support the students receive from the teacher is sufficient. The entrepreneurial skills, for example communication ability and creativity are being developed the most when they are connected to economical work assignments. Regarding the cooperation ability it is unclear if the ability is being developed due to the fact that the results show that students tend to cooperate with their friends and the work load being unequally shared in the JA business.