Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-18 DOI:10.1016/j.tate.2025.105265

Giang Quynh-Anh Hoang , Anh-Duc Hoang

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引用次数: 0

Abstract

This bibliometric mapping provides scholars with empirical insights into the intellectual structure, thematic evolution, and international scope of research on John Dewey – one of education's most influential philosophers. Through systematic analysis of 1,969 academic publications (1942–2025) from Web of Science, we employ co-occurrence analysis, citation networks, and temporal mapping to examine the global evolution of research on Dewey's educational philosophy. Results reveal five distinct intellectual clusters: philosophical pragmatism, democratic education theory, experiential pedagogy, aesthetic experience, and critical educational theory. Temporal analysis demonstrates dramatic research acceleration since 2005, with scholarly focus evolving from early philosophical interpretation toward contemporary applications in science education, technology integration, and physical education. While North American institutions lead in publication volume, emerging research networks across Europe, Asia, and South America demonstrate the global reach of Dewey scholarship. Citation analysis identifies influential works and authors that have shaped contemporary understanding of Dewey's educational legacy.

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杜威教育遗产的文献计量测绘：学术话语中的全球模式，1942-2025

这种文献计量测绘为学者们提供了对约翰·杜威（教育领域最具影响力的哲学家之一）的智力结构、主题演变和国际范围研究的经验见解。通过对Web of Science上1969篇学术出版物（1942-2025）的系统分析，我们采用共现分析、引文网络和时间映射来考察杜威教育哲学研究的全球演变。结果揭示了五个不同的智力集群：哲学实用主义、民主教育理论、体验教学法、审美经验和批判教育理论。时间分析显示，自2005年以来，研究加速发展，学术重点从早期的哲学解释转向科学教育、技术整合和体育教育的当代应用。虽然北美机构在出版物数量方面处于领先地位，但欧洲，亚洲和南美的新兴研究网络展示了杜威奖学金的全球影响力。引文分析确定了有影响力的作品和作者，他们塑造了当代对杜威教育遗产的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.