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Abstract: In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators. (From the Publisher)

Table Of Content:
Acknowledgments
Abbreviations
Note on the Translation
Note on Usage
Prologue. Why Herbart and Dewey?

Part I. Education, Discontinuity, and Transformation
ch. 1 The Moral Dimension of Education - Herbart
The Moral Individual and the Educational Paradox
The Learning Being: Perfectibility without Perfection (Bildsamkeit)

ch. 2 The Problem of Continuity, the Need for Struggle, the Role of Tact - Herbart
Learning to See Difference without Disruption
The Struggle of Learning, Teacher as Moral Guide
Pedagogical Tact: Teaching as a Theory-Guided Practice
Conclusion: A Look Back and a Look Ahead

ch. 3 Discontinuity and Educational Openings in Learning - Dewey
Pragmatism, Discontinuity, and Learning
Notions of Discontinuity in Peirce, James, and Mead
Learning “In-Between”

ch. 4 Teaching in the Openings of Learning - Dewey
Reflective Practice as Teaching In-Between
The Classroom: A Space for Interrupting Experience
Teaching as a Moral Task
Democracy and the End of Education

ch. 5 Conclusion: Morality, Democracy, and Pluralist Society
Dewey: A Break in the History of Educational Philosophy?
Reading Herbart and Dewey - Reading Dewey with Herbart

Part II. Teaching and Learning Forgotten?:
ch. 6 Revisiting Learning In-Between and Umlernen
Forgetting Learning, or Remembering Plato’s Cave
Remembering Learning as a Transformational Process: On Umlernen
The Inward and Outward Turn of Learning

ch. 7 Pedagogical Tact: Learning to Teach “In-Between”
Improvisation and Risk
Listening and the Voice of the Learner
Reflective Teacher-Learner Engagement

ch. 8 Perfectibility and Recognition of the Other
Learning as Human - Human as Learner
Teaching as Recognition of the Other
Conclusion: Preserving there In-Between of Experience for Education

Epilogue. Should Teachers Think? Re(dis)covering the Meaning of Philosophy for the Education of Teachers
Bibliography
Index