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Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity.
Prologue: Improvising Riffs on Dewey and the Utopian.
Chapter 1. No Schools at All.
Chapter 2. Gatherings.
Chapter 3. Assembly Places.
Chapter 4. Homelike Ambience.
Chapter 5. Resources.
Chapter 6. Parents and Peers.
Chapter 7. All as Teachers and Learners.
Chapter 8. Learning Community for Children.
Chapter 9. Sharing of Gifts.
Chapter 10. Responsibility for Cooperation.
Chapter 11. Life, Not Objectives.
Chapter 12. Toward Worthwhile Lives.
Chapter 13. Purpose Engrained in Activities.
Chapter 14. Discovery of Aptitudes and Development of Capacities.
Chapter 15. Inevitability of Learning.
Chapter 16. Analogy to Babies.
Chapter 17. Creating Attitudes, Not Acquiring and Storing.
Chapter 18. Resisting Acquisitive Society.
Chapter 19. Overcome Acquisitiveness.
Chapter 20. Cultivating Positive Capacities to Liberate.
Chapter 21. Enjoyment Now, Not Deferred.
Chapter 22. Always Is with Faith in To Be.
Chapter 23. All-Around Development.
Chapter 24. Sense of Positive Power.
Chapter 25. Elimination of Fear.
Chapter 26. Confidence, Eagerness, and Faith in Human Capacity.
Chapter 27. Faith in the Environment.
Chapter 28. Worthwhile Activities.
Chapter 29. The Right Way.
Chapter 30. From Love to Justice, For Goodness Sake!
Epilogue: Riffs of Hopes and Dreams.
Bibliography