Books by Craig Cunningham
Systems Theory for Pragmatic Schooling combines John Dewey's conception of the nature of nature a... more Systems Theory for Pragmatic Schooling combines John Dewey's conception of the nature of nature and philosophy of experience with contemporary systems theory and concepts related to complexity to argue for reconceptualising the purposes of schooling to focus on the development of the unique potential for a diverse democracy society.
Papers by Craig Cunningham
The Web Institute for Teachers: Engaging Teachers in Developing Web-Based Curriculum
This paper explores the topic of "ends" in John Dewey's educational theories. It deals with the s... more This paper explores the topic of "ends" in John Dewey's educational theories. It deals with the shift from "capacity" to "potentiality" in Dewey 1 conception of the learner, revealing that Dewey became aware flaws in his "Democracy and Education" and sought to correct them. One of the motivations behind much of his later work was developing a more adequate understanding of the relationship of individual powers and educational ends. Dewey's shift to the conception of "ideal ends" was addressed in his metaphysical exploration of the topic of ends, the shift from the notion of capacity to the notion of potentiality, and the development of a theory of imagination and philosophical vision which increases the importz.nce of art in practical affairs. Interpretation of Dewey's later works leads to the conclusions that each individual has a multitude of potentialities which become operational only when opportunities are available for exposure to specific features of the environment, that each individual has the obligation of imagining the ideal ends which are pertinent to both personal and environmental conditions, and that the schools' challenge is to help youngsters increase their ability to imagine pertinent ideal ends. (Contains 11 references.) (JDD)
Curriculum Webs: A Practical Guide to Weaving the Web Into Teaching and Learning
this is a book, not a paper
Teaching through Multi-User Virtual Environments: …
In this chapter, we discuss some of the possibilities of Second Life for education from both theo... more In this chapter, we discuss some of the possibilities of Second Life for education from both theoretical and practical standpoints. First, we outline a general theory of meaningful learning using technology that can be applied to Second Life as well as other technologies. Then, we discuss some of the particular aspects of Second Life that might support meaningful learning. Next, we outline some of the practical realities, or obstacles, that exist to using it in the environment. Finally, we make some recommendations about how educators who are interested in exploring the possibilities of Second Life might proceed. While the chapter focuses its discussion on Second Life, the theoretical framework and even many of the examples apply to any virtual world that allows users to build persistent objects and utilize scripts.
Educational Theory, Aug 2014
Educational Theory, Oct 2014
Education and Culture, Jan 1, 2010
The fifty years since the 100th anniversary of John Dewey’s birth have marked the emergence of ne... more The fifty years since the 100th anniversary of John Dewey’s birth have marked the emergence of new technologies that afford a wealth of previously unknown approaches to learning, making it not only possible but practicable for Dewey’s educational vision of participatory learning to be realized on a mass scale. This chapter discusses these possibilities and their implications for learning in the twenty-first century.
The SAGE Handbook of Philosophy …, 2010
First two paragraphs:
In Experience and Nature, John Dewey (1925) described philosophy as crea... more First two paragraphs:
In Experience and Nature, John Dewey (1925) described philosophy as creating a ‘ground-map of the province of criticism’ (Dewey, 1925, LW1:308−309), thus providing a useful metaphor for our task in this chapter, which is to discuss the questions that philosophy of education might
raise about technology in education. If we want to think critically about such questions, a ground-map can help define the territory of interest; its boundaries, regions, and topography; its climate, resources, and scarcities;
and any particular points of interest that should attract our attention.
Our chapter consists of six parts. In the first, we discuss some (1) definitional issues that will help us to know which regions are part of our territory. The next four sections discuss these particular regions: (2) epistemological, questions of knowing; (3) psychological, questions of earning; (4) pedagogical, questions of teaching; and (5) social, questions of associated living. While such categorizations are arbitrary, and the boundaries between them are hazy, they help us to simplify the topography. In a final section (6), we pay particular attention to a transcendent issue: whether new technologies
This paper explores the ways that Dewey’s ethical ideas interact with the fundamental differences... more This paper explores the ways that Dewey’s ethical ideas interact with the fundamental differences between humanism and religious orthodoxy and the impact of these differences on educational decision-making in schools. Our conclusion is that schools that continually engage in a conscious search for the proper balance between traditionalism and freedom can effectively prepare their students for ongoing participation in the life of the mind.
The authors may be described as a secular humanist (Craig) and an ultra-orthodox Jew (Tamar). The humanist has been a professor in the educational leadership department in a college of education and now works on a project to support Chicago Pubic School teachers as they integrate technologies into their teaching. While he was born Catholic, he was raised in a typical suburban neighborhood in the United States by atheist parents, attended public schools, and has remained removed from organized religion for most of his life. Tamar was born in Israel to a prominent family of orthodox rabbis, or haredis, and immigrated to the United States in the late 1970s after she married an American yeshiva student. She now serves as director of Judaic studies at Hillel Torah, a Jewish day school north of Chicago. Tamar was a student in an educational leadership program, where she met Craig, who was the instructor in one of her classes. For the past four years we have been meeting regularly to discuss our respective worldviews and to read and reflect upon the works of John Dewey, especially A Common Faith, Human Nature and Conduct, and the Ethics, and the ways in which these works illuminate or challenge our beliefs.
A Paper Presented at the
American Educational Research Association
(John Dewey SIG)
Annual Mee... more A Paper Presented at the
American Educational Research Association
(John Dewey SIG)
Annual Meeting in Atlanta
April 12-16, 1992
Complicity: An …, Jan 1, 2011
Cultivating Unique Potential in Schools: Revisioning Democratic Teacher Education
Education and Culture, Jan 1, 2009
proposal to Philosophy of Education Society, 2003 (not accepted)
Imagination of Ideal Ends
Experiencing Dewey: insights for today's …, Jan 1, 2005
Philosophy of Education Archive, Jan 1, 2009
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Books by Craig Cunningham
Papers by Craig Cunningham
In Experience and Nature, John Dewey (1925) described philosophy as creating a ‘ground-map of the province of criticism’ (Dewey, 1925, LW1:308−309), thus providing a useful metaphor for our task in this chapter, which is to discuss the questions that philosophy of education might
raise about technology in education. If we want to think critically about such questions, a ground-map can help define the territory of interest; its boundaries, regions, and topography; its climate, resources, and scarcities;
and any particular points of interest that should attract our attention.
Our chapter consists of six parts. In the first, we discuss some (1) definitional issues that will help us to know which regions are part of our territory. The next four sections discuss these particular regions: (2) epistemological, questions of knowing; (3) psychological, questions of earning; (4) pedagogical, questions of teaching; and (5) social, questions of associated living. While such categorizations are arbitrary, and the boundaries between them are hazy, they help us to simplify the topography. In a final section (6), we pay particular attention to a transcendent issue: whether new technologies
The authors may be described as a secular humanist (Craig) and an ultra-orthodox Jew (Tamar). The humanist has been a professor in the educational leadership department in a college of education and now works on a project to support Chicago Pubic School teachers as they integrate technologies into their teaching. While he was born Catholic, he was raised in a typical suburban neighborhood in the United States by atheist parents, attended public schools, and has remained removed from organized religion for most of his life. Tamar was born in Israel to a prominent family of orthodox rabbis, or haredis, and immigrated to the United States in the late 1970s after she married an American yeshiva student. She now serves as director of Judaic studies at Hillel Torah, a Jewish day school north of Chicago. Tamar was a student in an educational leadership program, where she met Craig, who was the instructor in one of her classes. For the past four years we have been meeting regularly to discuss our respective worldviews and to read and reflect upon the works of John Dewey, especially A Common Faith, Human Nature and Conduct, and the Ethics, and the ways in which these works illuminate or challenge our beliefs.
American Educational Research Association
(John Dewey SIG)
Annual Meeting in Atlanta
April 12-16, 1992