Papers by Craig A Cunningham
Philosophy of Education, 2018
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Philosophy of Education Archive, 2016
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Systems Theory for Pragmatic Schooling, 2014
John Dewey’s philosophy of experience offers a view of the nature of nature than can help us to r... more John Dewey’s philosophy of experience offers a view of the nature of nature than can help us to reconceive schooling. Dewey offers us a set of the generic traits of existences, including interaction, temporality, complexity, and qualitative uniqueness. When we experience doubt or uncertainty, we examine distinctions and relations as part of inquiry, which is how we deal with environmental complexity. We acquire habits, including knowledge and meaning, through the use of intelligence and imagination in the attempt to secure desired goods. An example of social inquiry is given and discussed, with an emphasis on the difference between standards and criteria.
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Systems Theory for Pragmatic Schooling, 2014
The complexities of learners and of learning are explored in greater detail using Bronfenbrenner’... more The complexities of learners and of learning are explored in greater detail using Bronfenbrenner’s Ecological Systems Theory and other concepts from systems theory. Diversity is examined closely, with attention to Aristotle’s eudaimonistic conception of what it means to develop as a person, with additional ideas from Dewey. The concept of unique potential is offered to help understand and to value individual variations among students.
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Systems Theory for Pragmatic Schooling, 2014
A variety of alternatives to standardization are offered, and specific suggestions are made for a... more A variety of alternatives to standardization are offered, and specific suggestions are made for a curriculum for human flourishing in a democracy, including the need to personalize learning, adapt it to the twenty-first century, develop critical thinking, include attention to the arts, sustainability, and cosmopolitanism, and help students to understand the nature of nature and complexity and strive for wisdom.
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Systems Theory for Pragmatic Schooling, 2014
American schools are organized like factories, which doesn’t work well, partly because humans are... more American schools are organized like factories, which doesn’t work well, partly because humans are not interchangeable parts. Educational policy-makers use a rhetoric of crisis to impose simplistic solutions that fail to address central issues. Instead of asking what schools are really for, we offer a vague and incoherent curriculum that reduces everything to isolated bits of knowledge and fails to give students a sense of the big picture. A combination of John Dewey’s pragmatic naturalism and systems theory can offer an alternative conception.
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Philosophy of Education
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Encyclopedia of Educational Philosophy and Theory, 2016
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Second Life Education Workshop …, 2007
101 Creating Information Learning Communities in Second Life Lori Bell Alliance Library System Ma... more 101 Creating Information Learning Communities in Second Life Lori Bell Alliance Library System Mary-Carol Lindbloom Alliance Library System Barbara Galik Bradley University Craig Cunningham National Louis University The Alliance Second Life Library has created a dynamic and ...
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The SAGE Handbook of Philosophy of Education
First two paragraphs: In Experience and Nature, John Dewey (1925) described philosophy as creatin... 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
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Studies in Philosophy and Education, 1995
Page 1. Dewey's Metaphysics and the Self 1 CRAIG A. CUNNINGHAM The Hyde Foundation In &a... more Page 1. Dewey's Metaphysics and the Self 1 CRAIG A. CUNNINGHAM The Hyde Foundation In "Self Realization as the Moral Ideal" (1893), John Dewey announced his intention to banish metaphysics from "ethical science." The ...
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Education and Culture, 2015
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The Brookings Review, 2001
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archimuse.com
The Chicago Public Schools (CPS) has launched a number of initiatives designed to provide teacher... more The Chicago Public Schools (CPS) has launched a number of initiatives designed to provide teachers and learners with high-quality, standards-based curriculum materials via the World Wide Web. Among these initiatives is our project, the CUIP/Museum Collaboration. This ...
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proceedings of the Society for Information …, 2004
Abstract: This paper reports on the authors' collaboration on a special section of the Web I... more Abstract: This paper reports on the authors' collaboration on a special section of the Web Institute for Teachers 2003, an intensive summer professional development experience at the University of Chicago that supports teachers as they build web-based curriculum units, or curriculum ...
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ED369755 - Ideal Ends: John Dewey.
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Preface. Short table of contents. Long table of contents. List of figures. 1. Planning curriculum... more Preface. Short table of contents. Long table of contents. List of figures. 1. Planning curriculum for the Web. Overview. What is a curriculum web? Why build curriculum webs? Some example curriculum webs. Standards and curriculum webs. Easing into building curriculum webs. Overview of curriculum planning. Chapter summary. Question(s) for reflection. Your next step. For further learning. 2. Creating a simple curriculum web. Overview. Activity formats for the Web. What is a WebQuest? The IQ WebQuest: An Elaborated Example. Chapter summary. Question(s) for reflection. Your next step. For further learning. 3. Identifying curriculum goals. Overview. A process for identifying goals. The relationship between ends and means. General goals. Learner descriptions. Subject matter descriptions. Learning objectives. Prerequisites. Aims. Rationales. Chapter summary. Question(s) for reflection. Your next step. For further learning. 4. Laying out an effective web page. What is HTML? Cascading Style Sheets (CSS). Basic page design principles. Use of white space on the page. Using of color. Styling Text. Making accessible pages. Chapter summary. Question(s) for reflection. Your next step. For further learning. 5. Choosing learning activities. Overview. The complexity of learning. Differentiating the curriculum. Grouping learners. Selecting learning activities. Chapter summary. Question(s) for reflection. Your next step. For further learning. 6. Planning instruction and assessment. Overview. Planning instruction. Embedding assessment. Instructional plans. Lists of materials and equipment. Plans for assessment. Chapter summary. Question(s) for reflection. Your next step. For further learning. 7. Gathering web-based resources. Overview. Why use existing resources? Bookmarking Favorites. Searching the Web. Evaluating web-based resources. Copyright issues. Chapter summary. Question(s) for reflection. Your next step. For further learning. 8. Designing an effective web site. The steps of web site design. Step 1: Planning for your audience. Step 2: Gathering information and materials. Step 3: Establishing a visual metaphor or theme. Step 3: Chunking. Step 4: Planning site navigation. Step 5: Building site structure and navigation tools. Chapter summary. Question(s) for reflection. Your next step. For further learning. 9. Using multimedia. What is multimedia? Graphics file formats. Acquiring images. Creating images. Placing images. Image maps. Incorporating sound. Incorporating video. Sidebar: Streaming AV. PDF files. Chapter summary. Question(s) for reflection. Your next step. For further learning. 10. Constructing interactivity. What is interactivity? JavaScript. Cookies. Aids to navigation. Forms. Interative animation With Flash. Blogs and Wikis. Alternate pages. Chapter summary. Your next step. Question(s) for reflection. For further learning. 11. Evaluating and maintaining curriculum webs. Overview. Plans for evaluation. Maintaining, revising, and updating. Chapter summary. Question(s) for reflection. Your next step. For further learning. 12. Teaching with curriculum webs. Overview. People. Classrooms. Connectivity. Software Issues. Ensuring successful teaching with a curriculum web. Chapter summary. Question(s) for reflection. Your next step. For further learning. Appendix: An overview of web technologies . Overview. Web servers, clients, and browsers. Bandwidth. Internet names and URLs. Glossary. References. Index.
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Papers by Craig A Cunningham