Dewey and Bakhtin: Toward polyphonic curriculum theorizing.

다국어 초록 (Multilingual Abstract)

In this study I have brought together the ideas of John Dewey and Mikhail Bakhtin. I have aimed at two interwoven ends in this study. The first is that of a better understanding of the meaning of Dewey's educational philosophy so as to better make an argument for his educational worldview in a time when we dearly need to hear this voice in the struggle for the soul of the American curriculum. Second, I aimed to question the adequacy of this educational worldview, to locate lacks and blind spots and possibilities for growth and change and thereby paths for future creative and constructive action.
This study compares two philosophical worldviews and does so by placing them in an imparative dialogue, the end being that each perspective might learn something from the other. I found that Bakhtin's worldview creates the possibility of a productive edifying conversation or polyphonic dialogue with Dewey, and at the same time sheds meaningful light on some of Dewey's central ideas and blind spots. Further, Bakhtin's ideas illuminate possible constructive paths by which to proceed in addressing a lack of perceiving on the part of Dewey. I hoped that those who read this study will understand further and more deeply the importance of and possibilities in the Deweyan educational worldview and will use this understanding as a lens through which to interpret and understand the current shifting of the curriculum in our public elementary schools. As to Bakhtin, it seems to me that there is much to be learned in his work, particularly in regard to the phenomena of languages, cultures, and their relationships, and just as importantly the notion that we can experiment with and reconstruct curriculum theory meaningfully, creatively, productively in and through polyphonic dialogues or edifying conversations.