Anthony Rud

Drawing upon the ideas of John Dewey and Paulo Freire, in this chapter we consider how school lunch might be integrated into a school’s curriculum. We provide the scaffolding for a popular education approach that would seek to engage students in several aspects of midday eating, encouraging students to learn about such matters as the production and consumption of food, the connection between eating and learning, and the aesthetic and social features of food and eating. We consider school lunch as it is experienced in three different venues: the school cafeteria, at home, and offsite, and discuss the different educational opportunities and challenges each venue presents with respect to integrating lunch into the curriculum.

Imagining Dewey' features productive (re)interpretations of 21st century experience using the lens of John Dewey's 'Art as Experience', through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art and agonist pluralism.0There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.00Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, Maria-Isabel Moreno-Montoro, Maria Martinez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leisa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marin Viadel, Sean Wiebe, Li Xu and Martha Patricia Espiritu Zavalza.

Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey's ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.

School lunch is often regarded as a necessary but inconvenient distraction from the real work of education. Lunch, in this view, is about providing students the nourishment they need in order to attend to academic content and the tests that assess whether content has been learned. In contrast, the central purpose of this collection is to examine school lunch as an educational phenomenon in its own right. Contributing authors—drawing from a variety of disciplinary traditions, including philosophy, sociology, and anthropology—examine school lunch policies and practices, social and cultural aspects of food and eating, and the relation among school food, the environment, and human and non-human animal well-being. The volume also addresses how school lunch might be more widely conceptualized and practiced as an educational undertaking.

Albert Schweitzer's Legacy for Education is the first book devoted to the study of the thought and deeds of Albert Schweitzer in relation to education. Schweitzer's life and work offer both inspiration and timely insights for educational thought and practice in the twenty-first century. Focusing on Schweitzer's central thought, "Reverence for Life," Rud assesses Schweitzer as a prophet for social and educational change. He develops the concept of practical reverence in education and describes the impact of Schweitzer's thought upon curriculum development and the moral dimensions of teaching and learning in today's schools.

Moral education through service learning at post-secondary level is an important but under-researched field. Most existing studies center on its learning outcomes like academic progress, personal development, communication, and leadership skills, with only a few evaluating the moral development of college students participating in service-learning projects. The lack of study on moral development in service learning indicates a need for clarification of the theoretical underpinnings of service learning, John Dewey's ideas on moral growth, in particular his model of moral imagination and the implications thereof, for current service-learning research and practice. We argue that Dewey's work here can help strengthen ..

I have enjoyed my six years as editor of this journal. I was pleased to be able to bring the journal to Purdue University Press and learn how to produce a first-rate academic journal. From the early days of choosing a cover design, to supervising my graduate assistant Jiwon Kim as she expertly sought indexing services, to acquiring an ISSN number, to being lucky to convince David Granger to become the book review editor and, with the next issue, editor, I have been fortunate to work with excellent colleagues. I particularly want to thank the staff at Purdue University Press, especially its former director, Thomas Bacher, who agreed to publish the journal in 2004. Tom later moved the management of the journal's ..