Dewey, Existential Uncertainty and Non-affirmative Democratic Education

Abstract In this chapter, I show how John Dewey’s understanding of the educational meaning existential uncertainty lies at heart his idea democratic education. Specifically, argue that theory education is grounded in a concept transformative learning necessarily involves experiences uncertainty, and, teaching supporting learners’ opportunities to have educative uncertainty. doing so, aim bring aspect notion into sharper relief by showing it offers productive extension tradition non-affirmative theory. section one, “Uncertainty and beginning learning”, discuss its relation what Dewey called “the indeterminate situation” as realm we find ourselves prior searching for finding problem, thus logically solving it. two, “Existential education”, within context broader education, highlighting form non-affirmative, contrasting “traditional, transmissive” call, “reductive-progressive” forms teaching. final section, “Listening Relationality”, build on move beyond formulate teacher listener . vitally relevant practice yet danger being lost current measurement culture