Comment  Commentonat least 3 Classmates’Posts (approximately  150 -300 words each)§ - comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position - build on the ideas of what your classmate has written and dig deeper into the ideas  - support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas  - comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient. - cite the readings in your response by using proper APA Style format and conventions.  classmate 1  Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).   Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.  Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.

1. Comment
Commentonat least 3 Classmates’Posts (approximately 150 -
300 words each)§
- comment must address the R2R prompt and your classmate’s
response substantively; if you agree or disagree, provide
reasoning and rational evidence from the readings to support
your position
- build on the ideas of what your classmate has written and dig
deeper into the ideas
- support your views through research you have read or through
your personal and/or professional experiences§demonstrate a
logical progression of ideas
- comments need to be thoughtful and substantive; not
gratuitous comments like “this was a good post” or simply that
“you agree”. Simply congratulating the writer on their astute
insights is insufficient.
- cite the readings in your response by using proper APA Style
format and conventions.

2. classmate 1
Pragmatism is defined as a philosophical approach in which
experience is the fundamental concept. Radu explains that in
pragmatism, each experience is based on the interaction
between subject and object, between self and its world and
represents only the result of the integration of human beings
into the environment (Radu, 2011). All in all, pragmatism
promotes activity based learning. Pragmatism relates to
Dewey’s work in many ways. The most significant being its
rejection of traditional learning, and its emphasis on solving
problems in a sensible way that suits conditions that really exist
rather than obeying fixed theories, ideas, or rules (Cambridge,
2016).
Progressivism is a philosophical concept belonging to ‘new
education’, is ‘a Copernican revolution’ in pedagogy, promoting
‘a child-centered school’ (Radu, 2011). Radu states that
Dewey’s pedagogic view is not based on his philosophical
concept, but al on the social, economic and cultural realities of
American society (pg. 87). Progressivism is featured around the
learning capacity continuing into adulthood; Dewey called this
“permanent education”. Learning is done by doing; this is
because Dewey believed authentic knowledge is achieved only
through direct experience. Although Dewey though some target
methods were necessary when teaching, he did not believe in
teachers being forced to stick to routines (Radu 2011). This idea
leads to the problem-problem solving method which in short
states that in order to solve problem, an individual must: define
the problem, analyze the problem, determine possible solutions,
propose solutions, evaluate and select a solution, and determine
strategies to implement solution. The progressive theory
encourages learning through discovery, this allows the learner
to acquire knowledge through interest, rather than effort.

3. Ragu also states that there are reactions against Dewey’s
progressive education. Perennialism says that permanence is the
fundamental feature of the world; not change. School is
intended to promote the permanent values of the past and
present. Essentialists believed the main purpose of school was
to prepare the youth intellectually, by transmitting cultural
heritage. Students learn through theoretical education; by being
in direct contact with fundamental values, with what was
essential and common for humankind. Reconstructionism
criticized the individual tendencies of theory. This theory also
felt that Dewey underappreciated the fact of cultural
contributions to social changes (pg. 89). Edmonson gives many
examples as to how Dewey’s theories are flawed; he states that
not only are Dewey’s findings controversial, they are also
viewed with antipathy by some (pg. 2). Dianne Ravitch notes
John Dewey’s influence in generating at least two of the
misconceptions that now cripple American education: the use of
schools to solve social and political problems and the
depreciation of academics in favor of assorted “activities”.
Edmonson believes that Dewey's education systems are
impractical. Overall, when reading Hildreth and Edmondson’s
articles the biggest takeaway was that Dewey is criticized for
not explaining himself; or being unclear. Edmondson mentions
that Dewey promotes freedom in education; but does not really
explain what freedom is. He also explains that it is unclear
where books fit into the learning process. Hildreth makes
similar points stating that Dewey does not Dewey does not
articulate exactly how schools should or could bring about
reform.
Overall, my belief is that Dewey was well intentioned and
genuinely cared about education. After this week's readings I
was shocked to see how many critics Dewey had. Throughout
all of my education courses, Dewey has always been praised as
a huge contributor to education; which he was. However, his

4. critics make many valid points. Dewey’s ideologies of student
experience based learning are amazing. Students are more prone
to learn and grow when they are learning in reality. I do believe
that Dewey put too much emphasis on the present and future
and disregarded the value of the past. History is essential to
who we are and where we are today. Although I like the idea of
students learning based on their interests and creating their own
paths, I also find it to be a disservice to them. There needs to be
a balance. There are some skills and knowledge that should be
learned. For example, students should learn basic math skills.
Those courses should be required whether it is something they
are interested in or not. Dewey stressed on the importance of
student interest and self-learning. Though those are important
factors, it is our job as educators to find ways to help students
become interested in subject matter they may not enjoy. I
believe elementary school should be used as a place where
students are learning that basics and as they grow they should
be more free to explore avenues that interest them. This is how
high schools and colleges are set up. In high school, students
have the freedom of choosing electives that interest them,
attending vocational schools and exploring the world around
them to see where they will fit in adulthood. College/University
also offers the same freedoms.
classmate2
Progressivism was based on pragmatism and at the time it was
introduced, it was a revolution in the American education
system. At this time, progressivism was developed in response
to America’s developing society. This view was based on
Dewey’s education theory, one of the most fundamental ideas
being that learning occurred by solving problems. Some of the
learning technique or problem solving strategies that Dewey

5. urged be taught in schools included tasks such as “building
projects, which were based on the achievement of a plan of an
idea. Consumer projects, which were to cultivate aesthetic taste
through literature and arts. Problem-solving projects, and
exercise projects, which led to the development of skills and
abilities” (Radu).
Dewey’s work did not go without criticism. Many people felt
that the best way to implement education was through
permanence, and if they were to change the way they educated
students, they wouldn’t be exposing their students to social
realities. Reconstructionism also “criticized the individual
tendencies of Dewey’s theory and the fact that the cultural
contribution to social changes was under-appreciated” (Radu).
One of the quotes from our readings this week that resonated me
was found in Hildreth’s article and states “such philosophical
and political reconstruction is essential, Dewey believes, to
preserve the American democratic experiment—indeed, to save
it from destruction. In order to survive, American democracy
must be transformed by a revolution in education, followed by a
social and economic revolution. One cannot occur without the
other, but education must first be revolutionized because it is
“the process through which the needed transformation may be
accomplished”. I truly believe in the dangers of saying “well,
we’ve always done it this way so that’s why we’re going to
continue doing it”. It’s easy to fall into a consistency of
teaching the way you’ve always taught because it works and it
gets the job done, but I feel that it’s important to question WHY
you teach the way you teach and consider ways it can be
improved. Many people were against Dewey’s thoughts on
education because it was so revolutionary and challenged many
others prior beliefs. An important part of education is reflecting
and constructively criticizing what and how you teach.

6. classmate 3
To put it succinctly
Pragmatism
in the context of Dewey revolves around the idea that
experience is the key to actually learning and that knowing
develops when we solve problems we encounter in everyday life
(Radu, 2). Dewey’s
Progressivism
stems from
Pragmatism
in that his student-centered theory is practical from the
perspective of students and how they actually learn and also
respects personality differences in teachers (Badu, 3). In
Dewey’s
Progressive
schools students learn by “stimulated interest” in subjects that
interest them. Other philosopher’s with similar ideas as Dewey
include Kilpatrick and his push for project-based learning,
Dalton’s individualized study, and Winnetka’s individualized
education.
Dewey has definitely had his share of critics over the years.
For example, there are those who advocate P
erennialism
meaning they believe we should continue to focus attention on
the great & lasting works from the past (Badu, 4). Edmonson
discussed other criticisms of Dewey including those that came
from the capitalist business/government class that opposed
Dewey’s politics, from religious traditionalists as Dewey did
not like religion, Dewey’s poor writing skills, and his ironically
dogmatic views opposing anything seen as traditional in
education. First and foremost Edmonson saw Dewey’s agenda
as being political more so than being about education. Put

7. another way, Dewey’s progressive interventionist big-
government politics made him tune out positive aspects of
American capitalism.
Hildreth, meanwhile, discussed criticisms of Dewey including
for his push away from expert driven models, lack of “core
knowledge or coherence”, “faults in logic”, and his lack of
definition for the word “social” in his theories. In the give and
take between the people and those in power who presumably
know more than lay people it is hard to see exactly whose views
should win out. Ideally the people in power can find some sort
of broad consensus but even then large segments of the
population get left behind. It is also important for members of
society to have some “core knowledge” that we all know, such
as the basic functions of our government and the periodic table,
though that concept is also difficult to articulate in a
meaningful manner for all citizens. Hofstadlter argued that
Dewey provided no appropriate ends for education meaning he
did not define what outcomes should be (Hildreth, 31).
My grade school experience was somewhat progressive in that
we had a more student-centered curriculum that allowed us
freedom in the classroom to choose our assignments and
complete individualized contracts. Within this context though
we had items on our contracts that our teachers told us we had
to complete. We were also guided away from what Dewey
would call “mis-educational” endeavors such as rowdy behavior
that would disrupt other students from their learning. There
were also some “non-educational” activities such as copying
definitions of words from the dictionary to memorize. Overall
though I do see how our teachers planned lessons to meet state
standards which addresses the criticism of Dewey over his lack
of “ends” in education. I do also see how my classmates were
prepared to learn for jobs that did not exist at the time. This
system worked well for me and most of my classmates but I am
not sure everyone reached their full potential. One friend’s

8. mother went so far as to send one son to my school and her
other to a more traditional school in the district. This leads us
to a discussion on charter schools and the school choice
movement that I am sure we will address in future modules.