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Dewey 23ppt


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This is slide was prepared for my presentation for EDUU605 in Walnut Creek Campus of Brandman University.I hope it will be useful for the people interested in Dewey, a champion of education of all times.

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Dewey 23ppt

  1. 4. I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race , and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living. I believe that education, therefore, is a process of living and not a preparation for future living.
  2. 5. WHAT DEWEY BELIEVES I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.
  3. 7. What Dewey Believes <ul><li>“ I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which make civilization what it is. </li></ul>
  4. 8. Dewey Doctrine <ul><li>The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: </li></ul><ul><li>1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. </li></ul><ul><li>2. Interest shall be the motive for all work. </li></ul><ul><li>3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. </li></ul>
  5. 9. Dewey Doctorine <ul><li>4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. </li></ul><ul><li>5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. </li></ul><ul><li>6. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. </li></ul>
  6. 10. “ Ladies and Gentlemen of the Commission! Mr. Attorney Finerty and you, my defender and friend, Goldman! Allow me to express to all of you my warm gratitude, which in this case does not bear a personal character. And allow me, in conclusion, to express my profound respect to the educator, philosopher and personification of genuine American idealism, the scholar who heads the work of your Commission.” Trotsky  
  7. 11. Trotsky
  8. 12. A Common Definition <ul><li>Vocational education is defined as a practically illustrated and attempted job or career skill instruction, for example : agricultural education, business education, family and consumer sciences, health occupations education, marketing education, technical education, technology education, and trade and industrial education. </li></ul><ul><li>  </li></ul>
  9. 13. What is a Vocation? <ul><li>A vocation signifies any form of continuous activity which renders service to others and engages personal powers in behalf of the accomplishment of results. </li></ul>
  10. 14. Meaning of Vocation <ul><li>This movement would continue the traditional liberal or cultural education for the few economically able to enjoy it, and would give to the masses a narrow technical trade education for specialized callings, carried on under the control of others. </li></ul>
  11. 15. Meaning of Vocation <ul><li>It would enable them to saturate with meaning the technical and mechanical features which are so marked a feature of our machine system of production and distribution. </li></ul>
  12. 16. Meaning of Vocation <ul><li>It would enable them to saturate with meaning the technical and mechanical features which are so marked a feature of our machine system of production and distribution. </li></ul>
  13. 17. Meaning of Vocation <ul><li>But a mental review of the intellectual presuppositions underlying the oppositions in education of labor and leisure, theory and practice, body and mind, mental states and the world, will show that they culminate in the antithesis of vocational and cultural education. </li></ul>
  14. 18. SLAVERY: A GREAT LOSS <ul><li>Since slaves were confined to certain prescribed callings, much talent must have remained unavailable to the community, and hence there was a dead loss. . </li></ul>
  15. 20. Meaning of Vocation <ul><li>. A vocation means nothing but such a direction of life activities as renders them perceptibly significant to a person, because of the consequences they accomplish, and also useful to his associates. </li></ul>
  16. 21. Problem in Vocation <ul><li>The question of the relation of vocation to education brings to a focus the various problems previously discussed regarding the connection of thought with bodily activity; of individual conscious development with associated life; of theoretical culture with practical behavior having definite results; of making a livelihood with the worthy enjoyment of leisure. </li></ul>
  17. 22. Vocation and Occupation <ul><li>An occupation is a continuous activity having a purpose. </li></ul><ul><li>Occupation is a concrete term for continuity. It includes the development of artistic capacity of any kind, of special scientific ability, of effective citizenship, as well as professional and business occupations, to say nothing of mechanical labor or engagement in gainful pursuits. </li></ul>
  18. 23. Vocation and Experience <ul><li>A person must have experience, he must live, if his artistry is to be more than a technical accomplishment. This means emphasis upon skill or technical method at the expense of meaning. </li></ul>
  19. 24. Progressive Method <ul><li>Since the movement of activity must be progressive, leading from one stage to another, observation and ingenuity are required at each stage to overcome obstacles and to discover and readapt means of execution. </li></ul>
  20. 26. Present conscious emphasis upon vocational education <ul><li>In the first place, there is an increased esteem, in democratic communities, of whatever has to do with manual labor, commercial occupations, and the rendering of tangible services to society. </li></ul>
  21. 27. Present conscious emphasis upon vocational education <ul><li>In the second place, those vocations which are specifically industrial have gained tremendously in importance in the last century and a half. Manufacturing and commerce are no longer domestic and local, and consequently more or less incidental, but are world-wide. They engage the best energies of an increasingly large number of persons. </li></ul>
  22. 28. Present conscious emphasis upon vocational education <ul><li>In the third place, there is the fact already repeatedly mentioned: Industry has ceased to be essentially an empirical, rule-of-thumb procedure, handed down by custom. Its technique is now technological: that is to say, based upon machinery resulting from discoveries in mathematics, physics, chemistry, bacteriology, etc. </li></ul>
  23. 29. Present conscious emphasis upon vocational education <ul><li>In the fourth place, the pursuit of knowledge has become, in science, more experimental, less dependent upon literary tradition, and less associated with dialectical methods of reasoning, and with symbols. As a result, the subject matter of industrial occupation presents not only more of the content of science than it used to, but greater opportunity for familiarity with the method by which knowledge is made. </li></ul><ul><li>  </li></ul>
  24. 30. Present conscious emphasis upon vocational education <ul><li>Finally, the advances which have been made in the psychology of learning in general and of childhood in particular fall into line with the increased importance of industry in life. </li></ul>
  25. 31. So much for those who now have the poorer economic opportunities. With the representatives of the more privileged portion of the community, it would increase sympathy for labor, create a disposition of mind which can discover the culturing elements in useful activity, and increase a sense of social responsibility. –
  26. 32. Industrial Regime Aftermath <ul><li>Any scheme for vocational education which takes its point of departure from the industrial regime that now exists, is likely to assume and to perpetuate its divisions and weaknesses, and thus to become an instrument in accomplishing the feudal dogma of social predestination. </li></ul>
  27. 34. The crucial position of the question of vocational education at present is due, in other words, to the fact that it concentrates in a specific issue two fundamental questions: -- Whether intelligence is best exercised apart from or within activity which puts nature to human use, and whether individual culture is best secured under egoistic or social conditions .