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By John Dewey

"The School and Society" by John Dewey delves into the fundamental principles of education and its essential role in shaping society. Originally published in 1899, Dewey's insights remain relevant as ever, advocating for a holistic approach to education that goes beyond traditional classroom boundaries. Dewey challenges the conventional wisdom of his time, emphasizing the importance of experiential learning, active participation, and the integration of education with societal needs. This book serves as a timeless manifesto for reimagining the purpose and practice of education to cultivate engaged, thoughtful citizens in a rapidly evolving world.

Project Gutenberg. University of Chicago press. 1900. 59p.

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By JOHN DEWEY

Democracy and Education, written by influential American philosopher and educator John Dewey, is a seminal work that explores the relationship between education and democratic society. Originally published in 1916, Dewey's insights remain relevant today as we navigate the complexities of modern education systems and democratic governance.

In this thought-provoking book, Dewey argues that education is not simply a preparation for future life but an essential component of the democratic process itself. He highlights the importance of fostering critical thinking, creativity, and experiential learning in order to cultivate active and engaged citizens who can contribute meaningfully to society.

Through his exploration of the principles of democracy and their connections to education, Dewey offers a compelling vision of how schools can serve as laboratories for democracy, where young people learn to participate in a democratic community and practice the skills necessary for a vibrant civic life.

Democracy and Education is a timeless classic that continues to inspire educators, policymakers, and anyone interested in the intersection of democracy, education, and social progress.

Simon and Schuster, 1997, 378 pages

By Tony Fabelo, Michael D. Thompson, Martha Plotkin, Dottie Carmichael, Miner P. Marchbanks III, and Eric A. Booth

This report describes the results of an extraordinary analysis of millions of school and juvenile justice records in Texas. It was conducted to improve policymakers’ understanding of who is suspended and expelled from public secondary schools, and the impact of those removals on students’ academic performance and juvenile justice system involvement. Like other states, school suspensions—and, to a lesser degree, expulsions—have become relatively common in Texas. For this reason and because Texas has the second largest public school system in the nation (where nonwhite children make up nearly two-thirds of the student population), this study’s findings have significance for—and relevance to—states across the country. Several aspects of the study make it groundbreaking. First, the research team did not rely on a sample of students, but instead examined individual school records and school campus data pertaining to all seventh-grade public school students in Texas in 2000, 2001, and 2002. Second, the analysis of each grade’s student records covered at least a six-year period, creating a statewide longitudinal study. Third, access to the state juvenile justice database allowed the researchers to learn about the school disciplinary history of youth who had juvenile records. Fourth, the study group size and rich datasets from the education and juvenile justice systems made it possible to conduct multivariate analyses. Using this approach, the researchers could control for more than 80 variables, effectively isolating the impact that independent factors had on the likelihood of a student’s being suspended and expelled, and on the relationship between these disciplinary actions and a student’s academic performance or juvenile justice involvement.

New York: The Council of State Governments Justice Center, 2011. 124p.