David I. Waddington
David I. Waddington is a Professor in the Department of Education at Concordia University. His ongoing research interests are located at the intersection between technology and citizenship. Current research foci include video games and citizenship, philosophical questions in science and technology education, and contemporary explorations of John Dewey’s work on science and technology. His work has been recognized with awards from Concordia University and the Canadian Society for the Study of Education, and he has received funding from both the Fonds du Recherche du Québec (FRQSC) and the Social Sciences and Humanities Research Council (SSHRC).
Dr. Waddington has helped create several educational games, including Spaceteam ESL, a language learning game for mobile devices, and Cabinet Shuffle, a tabletop political simulation. He also conducts empirical and conceptual research on the civic impact of games--some of this work is available at the Civic Gaming Project website.
Dr. Waddington also serves as an Editor-in-Chief of Philosophical Inquiry in Education, the journal of the Canadian Philosophy of Education Society.
PhD (2006) Education (Philosophy of Education),Stanford University
MA (2004) Philosophy (History of Philosophy), Stanford University
BA (Honours) (2001) with distinction (Philosophy), Mount Allison University
- (2013) Canadian Philosophy of Education Society, Early Career Invited Lectureship
- (2012-2013) Concordia University Research Fellowship Award—"Emerging Researcher" category
- (2008) Canadian Society for the Study of Education (CSSE) New Scholar Fellowship
- (2001-2005) Stanford University, William and Sara Hart Kimball Stanford Graduate Fellow of the Social Sciences
- (2001) Departmental Award, Mount Allison University Department of Philosophy
Academic and professional service
2015- Philosophical Inquiry in Education, Editor-in-Chief
2012-2014 Center for the Study of Learning and Performance, Associate Director
2012-2014 John Dewey Society, Chair of Commission on Social Issues
2011-2015 Philosophy of Education Society, Committee on Professional Affairs
2011-2014 Paideusis, book review editor
2011 Canadian Philosophy of Education Society, program chair
2011 Philosophy of Education Society, program committee member
Center for the Study of Learning and Performance. FQRSC Regroupements Strategiques Grant. PI: P. C. Abrami. Writing team co-leader and research strand leader: D. I. Waddington. Amount awarded: $1,152,000.
Knowledge Tools for Learning. FQRSC Soutien aux Équipes Grant. PI: P. C. Abrami. Co-investigators: D. I.Waddington and eight others. Amount awarded: $629,990.
Concordia University Research Fellowship Award (Emerging Researcher category). Concordia University Office of Research. Amount awarded: $5,000
Investigating the civic potential of video games. Social Sciences and Humanities Research Council. PI: David I. Waddington. Co-investigators: Vivek Venkatesh, Ann-Louise Davidson. Collaborators: Bart Simon (Concordia), Anne Newman (Washington University). Amount awarded: $129,186
Investigating the civic possibilities of video games. Concordia University Seeed Funding Program. PI: David I. Waddington. Co-investigator: Ann-Louise Davidson (Concordia). Amount awarded: $11,957
Case studies of educational and informal web-based communities. Concordia University Seed Funding Program. PI: Vivek Venkatesh (Concordia) Co-investigors: David Waddington (Concordia), Kamran Shaikh (Concordia. Amount awarded: $14,999
Evaluating citizenship development in Québec’s Science and Technology program. PI: David I. Waddington. FQRSC Nouveaux Chercheurs Grant. Amount awarded: $31,491
Peer reviewed journal articles
Waddington, D. I. & Weeth-Feinstein, N. (2016). Beyond the search for truth: Dewey’s humble and humanistic vision of science education. Educational Theory, 66(1-2), 111-126.
Maxwell, B., McDonough, K., & Waddington, D. I. (2016). Does state secularism require teachers to abstain from wearing religious symbols at school? Theory and Research in Education 13(3).
Waddington, D. I. (2015). Dewey and video games: From education through occupations to education through simulations. Educational Theory, 65(1), 1-20.
Abrami, P. C., Bernard, B., Borokhovski, E., Waddington, D. I., Wade, A., & Persson, T. (2014). Strategies for teaching students to think critically: a meta-analysis. Review of Educational Research.
Maxwell, B., Waddington, D. I., McDonough, K., & Schwimmer, M. (2014). Et si renoncer au port de signes religieux était une question d’éthique professionnelle pour les enseignants? Cultures et Sociétés 31(2), 54-61.
Waddington, D. I., Thomas, T., Venkatesh, V., Davidson, A-L. & Alexander, K. (2014). Education from inside the bunker: examining the effect of Defcon, a nuclear warfare simulation game, on nuclear attitudes and critical reflection. Loading: the Journal of the Canadian Games Studies Association, 7(2), 19-58.
Schwimmer, M., Maxwell, B., Cormier, A, Waddington, D. I., & McDonough, K. (2012). L’état doit-il mettre fin au financement des écoles ethnoreligieuses? Les Ateliers de l’Ethique, 7(1), 24-44
Stemhagen, K., & Waddington, D. I. (2011). Beyond the "pragmatic acquiescence" controversy: some educational implications of a reconciliation of the thought of Lewis Mumford and John Dewey. Educational Studies, 47(5), 469-489
Waddington, D. I., & Imbriglio, A. (2011). Relegated to the margins? The place of STSE themes in Québec Secondary Cycle One textbooks. Canadian Journal of Mathematics, Science, and Technology Education, 11(2), 160-179
Shaikh, K., Zuberi, A., Waddington, D., Thomas, T., & Venkatesh, V. (2011). A manifesto for technological transparency in the age of Web 2.0. Canadian Issues, Spring 2011, 87-90
Waddington, D. I. (2011). A right to speak out: the Morin case and its implications for teacher free expression. Interchange, 42(1), 59-80
Davidson, A. L. & Waddington, D. (2010). Arrivera-t-on vraiment au eLearning à l’université? E-Learning Papers 21.
Waddington, D. I. (2010). Scientific self-defense: transforming Dewey's idea of technological transparency. Educational Theory, 60(5), 621-638
Waddington, D. I. (2010). Uncovering Hegelian connections: a new look at Dewey’s educational ideas. Education and Culture, 26(1), 67-81
Waddington, D. I. (2010). Building on dangerous ground: sense of purpose research and demarcating problematic purposes. Alberta Journal of Education Research, 56(1), 82-94
Waddington, D. I. (2010). Troublesome sentiments: the origins of Dewey’s antipathy to children’s imaginative activities. Studies in Philosophy and Education. Advance online publication. doi: 10.1007/s11217-010-9180-0
Burns, D., Chinnery, A., Ruitenberg, C., & Waddington, D. I. (2009). Taking on the traditions in philosophy of education: a symposium. Paideusis, 18(2), 3-18
Waddington, D. I. (2008). John Dewey: closet conservative? Paideusis, 17(2), 51-63
Waddington, D. I. (2007). Locating the wrongness in ultra-violent video games. Ethics and Information Technology, 9(2), 121-128
Waddington, D. I. (2005). A field guide to Heidegger: understanding 'The Question Concerning Technology'. Educational Philosophy and Theory, 37(4), 567-583
Waddington, D. I. (in press). An old story: Dewey's account of the opposition between the intellectual and the practical, in A. English and L. Waks (eds.), John Dewey's Democracy and Education: A Centennial Handbook. Cambridge: Cambridge University Press.
Waddington, D. I. (2014). Productive labor and occupations: from Dewey to Makarenko, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 656-660.
Waddington, D. I. (2014). Critiques of technology and society, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 803-807.
Waddington, D. I. (2014). Teaching machines: from Thorndike, Pressey, and Skinner to CAI, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 795-799.
Waddington, D. I. (2013). La production démasquée: l’utilisation de l’idée Deweyenne de transparence technologique comme outil d’éducation à la consummation, in Jutra, F. & A. A. Rodriguez (eds.), Enseigner et penser l’édcuation à la consummation. Québec: Laval University Press, 107-122.
Waddington, D. I., Maxwell, B., McDonough, K., Cormier, A., & Schwimmer, M. (2012). Interculturalism in practice: Québec’s Ethics and Religious Culture curriculum and the Bouchard-Taylor report on reasonable accommodation, in Besley, T. & M.A. Peters (eds.), Handbook of Interculturalism, Education and Dialogue. New York: Peter Lang, 312-329.
Shaikh, K., Venkatesh, V., Thomas, T., Urbaniak, K., Gallant, T., Waddington, D. I., & Zuberi, A. (2012). Technological transparency in the Age of Web 2.0: A Case Study of Interactions in Internet-based Forums. In Pontes, E. (Ed.), E-Learning. Vienna: InTech, 94-106.
Magazine articles and invited essays
Maxwell, B., Schwimmer, M., McDonough, K., and Waddington, D. I. (2016). Et si renoncer au port de signes religieux était une question d’éthique professionnelle pour les enseignants? Vivre Le Primaire, Hiver 2016, 42-45.
Waddington, D. I. (2012). Democratic culture and the culture of fear. Wi: Journal of Mobile Media (June 2012), Online
Warnick, B. R., & Waddington, D. I. (2004). The gathering: an ethical and educational criterion for educational technology. Educational Technology, 44(5), 24-32
Book Reviews, Response Essays, and Introductions
Waddington, D. I. (2016). The Rousseauvian fantasy: Some doubts about fulfillment. Philosophy of Education Yearbook 2016.
Wilson, T., and Waddington, D. I. (2016). Introduction to section II: Dewey's living ideas. Educational Theory, 66(1-2), 89-94.
Waddington, D. I. (2011). An optimistic take on pessimistic pedagogy. Philosophy of Education Yearbook 2011, 268-270
Waddington, D. I. (2010). Beyond familiar territory: developing the Deweyan legacy. Philosophy of Education Yearbook 2010, 320-322
Waddington, D. I. (2010). Deweyan inquiry: from educational theory to practice. Paideusis, 19(2), 113-116
Waddington, D. I. (2010). Consuming schools: commercialism and the end of politics. Studies in Philosophy and Education, 30(1), 85-92
Waddington, D. I. (2010). The civic potential of video games. Journal of Philosophy of Education, 44(4), 599-602
Waddington, D. I. (2010). Afterwords. Educational Theory, 60(4), 519-520
Waddington, D. I. (2009). Critical lessons: what our schools should teach. Science Education, 93(4), 774-77