Communication and the Global Pandemic
Sustaining Continity, Rhythm, and Balance
DOI:
https://doi.org/10.25767/se.v29i1.30638Keywords:
Philosophy of education, PandemicAbstract
In this article, David Hansen addresses the existential and spiritual costs of having to undertake educational work online as a result of the global pandemic. He illuminates these costs by examining the dynamic role of continuity, rhythm, and balance in leading a life. These embodied features of human experience have been disrupted by being forced into a virtual world. However, Hansen draws upon John Dewey’s philosophy of democratic life to show how people can respond artfully to current conditions, through a heightened appreciation of the very meaning of ‘communication’.
References
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Dewey, J. (1985). Democracy and Education. In The Middle Works of John Dewey 1899-1924, Volume 9: 1916, ed. J. A. Boydston. Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1988). Experience and Nature. In John Dewey: The Later Works, 1925-1953, Volume 1: 1925, ed. J. A. Boydston. Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1989). Art as Experience. In John Dewey:The Later Works, 1925-1953, Volume 10: 1934, ed. J. A. Boydston. Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1991). Creative Democracy – the Task BeforeUs. In John Dewey: The Later Works, 1925-1953, Volume 14:1939-1941, ed. J. A. Boydston, 224-230. Carbondale, IL: Southern Illinois University Press.
Hansen, D. T. (2007). Introduction: Ideas, Action, and Ethical Vision in Education. In D.T. Hansen (Ed.), Ethical Visions of Education: Philosophies in Practice, 1-18. New York: Teachers College Press.
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