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John Dewey's educational philosophy
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John Dewey's educational philosophy
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John Dewey was one of the most influential American philosopher born in Vermont in 1859. He graduated from the University of Vermont and eventually got his Ph.D. and went on to teaching at other universities. In his book Experience and Education he talks about traditional education, the theory of experience, criteria of experience, social control, the nature of freedom, the meaning of purpose, progressive organization, and at the end he raps it up with the means and goals of education. Dewey was a well-known philosopher and his ideas travel all around during the early 20th century. He had two main principles; the principle of continuity and the principle of interaction that led to what he believed was the proper way to educated students.
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He begins with saying” experience does not mean that all experiences are genuinely or equally educative” (Dewey 25) I think it was very smart of him to start off by saying this because it is true. Not every experience one has is going to be a good one. He says that it depends on quality of the experience. When he talks about this he begins to bring up his first principle of continuity. This principle is basically stating that in education one must teach by using the past and future in order to teach the present. I also agree with him on this because of the fact that without the past there isn’t anything that we would be teaching, Teachers teach the past in order to prevent it from happening but if the past is not taught then we will continue to make the same …show more content…
He gives an example of how without rules there is no game. The game cannot go anywhere is there is not any rules to follow. In his principle of interaction he says that it is based on inner and outer experiences. Outer experiences having to do with family, the environment, the curriculum, etc. While, inner experiences being with more personally things such as ones personality. “The planning must be flexible enough to permit free play for individuality of experience and yet firm enough to give direction towards continuous development of power” (Dewey58). Dewey suggest not only students having experiences that have to do with them personally but also with experiences that they deal with inside of other atmospheres. Social control as Dewey mentions in a traditional classroom it would be keeping order and having strict disciple, while in a nontraditional classroom it is more about being able to think on your
In the short story, How Mr. Dewey Decimal Saved My Life, by Barbara Kingsolver, there are many examples of how literature has shaped her life. She has been extraordinarily influenced by great writing pieces; so much so that it has truly changed the path she may have gone down. She was stuck in limbo, academically, without passion, and fueling a dark desire to change herself in the eyes of her peers. Kingsolver grew up in a small town, one where the course programming left something to be desired. As a woman, her only options were limited to one-time courses or Home Economics. After her first two years were completed in high school, she says this, “I found myself beginning a third year of high school in a state of unrest.” She was in an educational
High school is the stepping stone between childhood and the real world. John Dewey spent most of his life striving to improve this transition. He believed high schools were not preparing students for the needs of society by merely teaching the basics, such as reading, writing, and arithmetic. Dewey argued that high schools “must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.” This type of education would create socially-responsible citizens who have the ability to work together and solve societal issues; in turn, America’s democratic society would flourish. With this said, high schools continue to ignore Dewey’s suggestions,
Education and happiness are like a peanut butter and jelly sandwich. Both peanut butter and jelly are necessary to make a sandwich. The same goes with education and happiness, both are needed to make up personal standards. These traits relate to the two essays “Education and Morality” and “If You’re Happy and You Know It”. In the essay, “Education and Morality” the author, John Dewy talks about how the moral issues involved in education were always evident in the experience of those who had achieved an education. In “If You’re Happy and You Know it”, Kwame Anthony Appiah explains the standards or morals that people might set for themselves to aim for happiness. Both Appiah and Dewey’s ideas help make up the concept that education and happiness
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today.
... to do. I favor parts of Dewey’s philosophy because it is a hands-on approach to learning. However, I believe that the students need instruction. I believe that everyone can be educated to the furthest of their abilities if given the proper tools to learn. There is no shame in vocational schooling because society as a whole needs people for every job. Plowing a field is just as important as writing poetry, and some people are destined for both. Overall, with philosophers like Froebel, Dewey and Dewey, Strike and Soltis, and DuBois, I have gained knowledge that I will take with me forever and apply in my classrooms.
When he toured prisons, he would not touch a doorknob without first wiping it off with a folded handkerchief. He also drank three quarts of water a day because of the presumed health effects. Dewey achieved much, but had he been less ridged and more open-minded he might have achieved more, and he might have been a happier person. R.N.... ...
Olson, Lynn. Dewey: The Progressive Era's Misunderstood Giant. 21 April 1999. March 23 2014. .
In my case, he is speaking about students and what strategies and the effectiveness of curriculums in education. At first his use of the Red House and history behind it was not so appealing, but he did get to the point and keep my attention. He goes over the high impacts and pressures mix together. This directly makes us question, does what I do outside of the classroom that relates to my studies have a bigger and more efficient experience than that of inside the classroom. This strategy may sway are our beliefs by just that question. We start to question other things, how much time used inside the classroom could I be spending doing something that I will be more successful in retaining? And so forth. He also uses another technique of uses his own experience with students and what they say about where most of their deepest learning has taken place, they will point towards co-curricular activities. Bean mentions this technique as identifying the reader with a certain group of fellow
Skinner’s approach to education did not account for all styles of learning as he disregarded the activities of the mind. Although his reinforcement methods may work with some students, this approach does not work for all, and this is why I believe in taking a learner-centred approach to education, as it can cater all learning styles. Each child brings unique learning preferences, and strategies need to be used to cater to their needs. Dewey believed, students learn best by doing through hands on experience, catering to the kinesthetic learners. A student-centred approach can accommodate all learning preferences; teachers must ensure it is adapted appropriately, allowing the learner opportunities to engage in the lessons and promote their curiosity in all subject
...s that you develop a way of regarding the information that you receive to the society that you are living in. He also believes that a quality education develops a students moral views and ability to think. And that these qualities are best developed in the traditional classroom setting by interaction between the student and their professors, and the student’s social life on campus, that is, their interaction with fellow students.
Dewey had a holistic child in mind as he developed his theory. Dewey encouraged teachers to involve students within their learning environment (Webb, Metha, Jordan 2013). Dewey wanted each child to learn through experiential means. This meant the task at hand for teachers was to change their teaching methods and to encourage their students to play a part in their learning. This changed education by allowing students to ask questions and to learn by trying direct experiences. John Dewey wanted teachers to take on a whole new thinking process when approaching education in their classrooms. This approach was meant to get rid of the scientific approach and to embrace a new child-centered approach (Schrag 2009). A large area that Dewey influenced and continues to today is within the early education classrooms. Although Dewey helped teachers to make advancements, the Cold War brought up a new challenge; the Science and Math Education
John Dewey dedicated his life to improving the education system through his philosophical beliefs. Some of these beliefs include freedom of the mind and strong bonds between students and teachers. He believed that high schools did not prepare students for the real world by simply teaching the fundamentals of learning: reading, writing, and arithmetic; instead, teachers must prepare students for real-life situations. Dewey suggested that in order for students to perform to the best of their ability they should be exposed to an environment that resembles the real world. These goals should be taught in a democratic environment in which the teachers and students should have equal voices. Also, the needs of the child should be placed above anything else. Through an interdisciplinary curriculum, students could explore their environments through a curriculum that focuses on connecting multiple subjects and choosing their own paths. Unfortunately, high schools do not acknowledge Dewey’s ideals, which often results in students becoming useless members in society, receiving jobs that only have pecuniary benefit.
In the film The Apostle, the actions of Mr. Dewey illustrates how God might take sinful behavior such as murder and use it as a means of converting unbelievers. Towards the beginning of the movie, Mr. Dewey’s line, “Why don’t you just but out of here before I take my boot and tear you out another asshole right where your nose is at,” illustrates the sinful rage that guides Mr. Dewey towards murdering Horace. Interestingly, when Mr. Dewey flees the state because of the murder, his impassioned plea to God, “With great humility, I ask permission to be accepted as an apostle of our Lord and Savior Jesus Christ of Nazareth,” demonstrates how the consequences of his sinful actions benefit God’s ministry. Further evidence of heavenly benefit appears
Postman says that if education is to survive, it must have an end. In this essay, we will discuss what these ends are, and how they compare with the “ends” of John Dewey. Dewey believes that it is the very nature of life is to strive to continue being alive, and that education is the most important way to achieve that. Postman says that the learning process should never really ever end. These two educational philosophers, when you examine them, actually have similar theories.
Dewey, John, and Reginald D. Archambault. John Dewey on education; selected writings.. New York: Modern Library, 1964. Print.