What are the four stages of John Dewey
Solution
For Dewey, learning was primarily an activity which arises from the personal experience of grappling with a problem. This concept of learning implied a theory of education far different from the dominant school practice of his day, when students passively received information that had been packaged and predigested by teachers and textbooks. Thus, Dewey argued, the schools did not provide genuine learning experiences but only an endless amassing of facts, which were fed to the students, who gave them back and soon forgot them.
Dewey distinguished between the psychological and the logical organization of subject matter by comparing the learner to an explorer who maps an unknown territory. The explorer, like the learner, does not know what terrain and adventures his journey holds in store for him. He has yet to discover mountains, deserts, and water holes and to suffer fever, starvation, and other hardships. Finally, when the explorer returns from his journey, he will have a hard-won knowledge of the country he has traversed. Then, and only then, can he produce a map of the region. The map, like a textbook, is an abstraction which omits his thirst, his courage, his despairs and triumphs
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Separation of Lanthanides/ Lanthanides and Actinides
What are the four stages of John Dewey SolutionFor Dewey- learning wa.docx
1. What are the four stages of John Dewey
Solution
For Dewey, learning was primarily an activity which arises from the personal experience of
grappling with a problem. This concept of learning implied a theory of education far different
from the dominant school practice of his day, when students passively received information that
had been packaged and predigested by teachers and textbooks. Thus, Dewey argued, the schools
did not provide genuine learning experiences but only an endless amassing of facts, which were
fed to the students, who gave them back and soon forgot them.
Dewey distinguished between the psychological and the logical organization of subject matter by
comparing the learner to an explorer who maps an unknown territory. The explorer, like the
learner, does not know what terrain and adventures his journey holds in store for him. He has yet
to discover mountains, deserts, and water holes and to suffer fever, starvation, and other
hardships. Finally, when the explorer returns from his journey, he will have a hard-won
knowledge of the country he has traversed. Then, and only then, can he produce a map of the
region. The map, like a textbook, is an abstraction which omits his thirst, his courage, his
despairs and triumphs
