- John Dewey was an American psychologist, philosopher, and educator in the late 19th/early 20th century who made significant contributions to educational theory.
- He believed that education should be grounded in experience and interaction rather than the rote memorization common in schools during his time. Students learn best by actively engaging with problems and reflecting on their experiences.
- Dewey argued that schools should better connect to students' lives outside of school by using their everyday experiences as a starting point for learning, rather than isolating school activities. The goal was for education to be a continuous process that carried over between school and other aspects of students' lives.
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
Developing an educational philosophy statement or rationale during the design of a Postgraduate Diploma in Higher Education practice at the Nelson Mandela Metropolitan University.
John Amos Comenius - Father of Modern EducationBinibini Cmg
John Amos Comenius was a seventeenth century visionary and innovator.
He tended to think in big pictures, and believed that much of life's learning should be woven together, a concept he called Via Lucis, or "way of light."
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
Developing an educational philosophy statement or rationale during the design of a Postgraduate Diploma in Higher Education practice at the Nelson Mandela Metropolitan University.
John Amos Comenius - Father of Modern EducationBinibini Cmg
John Amos Comenius was a seventeenth century visionary and innovator.
He tended to think in big pictures, and believed that much of life's learning should be woven together, a concept he called Via Lucis, or "way of light."
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
CommentCommentonat least 3 Classmates’Posts (approxima.docxdrandy1
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
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
CommentCommentonat least 3 Classmates’Posts (approxima.docxcargillfilberto
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
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Introduction
John Dewey (1859 - 1952) has made, arguably, the most significant
contribution to the development of educational thinking in the twentieth century. He
was an American psychologist, philosopher, educator, social critic and political activist.
Dewey's philosophical pragmatism, concern with interaction, reflection and
experience, and interest in community and democracy, were brought together to form
a highly suggestive educative form. John Dewey is often misrepresented - and wrongly
associated with child-centered education. In many respects his work cannot be easily
slotted into any one of the curriculum traditions that have dominated North American
and UK schooling traditions over the last century.
John Dewey's significance for informal educators lays in a number of areas.
First, his belief that education must engage with and enlarge experience has continued
to be a significant strand in informal education practice. Second, and linked to this,
Dewey's exploration of thinking and reflection - and the associated role of educators
has continued to be an inspiration. Third, his concern with interaction and
environments for learning provide a continuing framework for practice. And finally, his
passion for democracy, for educating so that all may share in a common life, provides
a strong rationale for practice in the collaborative settings in which educators work.
Dewey’s Early Years
John Dewey was born October 20, 1859, in Burlington, Vermont. Dewey
completed grade-school at the age of 12 in Burlington's public schools. He entered
high school in 1872 and selected the college-preparatory track (this option became
available only a few years previously). Dewey completed his high school courses in
three years. He began his college studies at the University of Vermont, in Burlington,
in 1875, when he was 16 years old.
Dewey graduated from the University of Vermont in 1879. Through a relative,
he obtained a high school teaching position in Oil City, Pennsylvania, where he was
part of a three-member faculty for two years. Dewey returned to Vermont in 1881,
where he combined high school teaching with continuing study of philosophy, under
the tutoring of Dewey's former undergraduate professor, Henry A. P. Torrey.
In September 1882, Dewey enrolled at Johns Hopkins University to begin
graduate studies in philosophy. Upon completion of his Ph.D., Dewey was
recommended, by one of his advisers, for a position as a junior professor at the
University at Michigan, where he inevitably became the department chair of the
philosophy department. In 1894, Dewey joined the staff at the four year old University
of Chicago.
John Dewey and the Art of Teaching: Toward Reflective Practice.
“We do not learn from experience... we learn from reflecting on experience.”
― John Dewey
“Education is a social process; education is growth; education is not preparation for life but is life itself.”
― John Dewey
Dewey stated “I believe that the teacher's place and work in the school is to be
interpreted from this same basis.” “The teacher is not in the school to impose certain
3. ideas or to form certain habits in the child, but is there as a member of the community
to select the influences which shall affect the child and to assist him in properly
responding to these influences” (1897). This was one of many quotations that the
educational community faulted, in that it was felt that the teacher would lose control of
the students in a child-centred environment. Dewey also states his belief in authentic
education by writing “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.” “I believe, therefore, in the so-called expressive or
constructive activities as the centre of correlation.” “I believe that this gives the
standard for the place of cooking, sewing, manual training, etc., in the school” (1897).
In Dewey’s extensive works throughout his life, he outlined his views on how education
could improve society. The founder of what became known as the progressive
education movement, Dewey argued that it was the job of education to encourage
individuals to develop their full potential as human beings. He was especially critical
of the rote learning of facts in schools and argued that children should learn by
experience. In this way students would not just gain knowledge but would also develop
skills, habits and attitudes necessary for them to solve a wide variety of problems.
ExperienceandReflectiveThinking
Dewey was careful in his writings to make clear what kinds of experiences were most
valuable and useful. Some experiences are merely passive affairs, pleasant or painful
but not educative. An educative experience, according to Dewey, is an experience in
which we make a connection between what we do to things and what happens to them
or us in consequence; the value of an experience lies in the perception of relationships
or continuities among events. Thus, if a child reaches for a candle flame and burns his
hand, he experiences pain, but this is not an educative experience unless he realizes
that touching the flame resulted in a burn and, moreover, formulates the general
expectation that flames will produce burns if touched. In just this way, before we are
formally instructed, we learn much about the world, ourselves, and others. It is this
natural form of learning from experience, by doing and then reflecting on what
happened, which Dewey made central in his approach to schooling.
In fact, he defined the educational process as a "continual reorganization,
reconstruction and transformation of experience" for he believed that it is only through
experience that man learns about the world and only by the use of his experience that
man can maintain and better himself in the world.
Reflective thinking and the perception of relationships arise only in problematical
situations. As long as our interaction with our environment is a fairly smooth affair we
may think of nothing or merely daydream, but when this untroubled state of affairs is
disrupted we have a problem which must be solved before the untroubled state can
be restored.
Learning
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
4. 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–the
experiences which made his journey personally meaningful. The map records only the
relationships between landmarks and terrain, the logic of the features without the
psychological revelations of the journey itself.
Although learning experiences may be described in isolation, education for Dewey
consisted in the cumulative and unending acquisition, combination, and reordering of
such experiences. Just as a tree does not grow by having new branches and leaves
wired to it each spring, so educational growth does not consist in mechanically adding
information, skills, or even educative experiences to students in grade after grade.
Rather, educational growth consists in combining past experiences with present
experiences in order to receive and understand future experiences. To grow, the
individual must continually reorganize and reformulate past experiences in the light of
new experiences in a cohesive fashion.
SchoolandLife
From the standpoint of the child, the great waste in the school comes from his
inability to utilize the experiences he gets outside the school in any complete and
freeway within the school itself; while on the other hand, he is unable to apply in
daily life what he is learning in school. That is the isolation of the school–its
isolation fromlife. When thechild gets into theschoolroomhehasto putoutof his
mind a largepartof theideas,interestsand activitiesthatpredominatein hishome
and neighborhood.So theschool being unableto utilize this everyday experience,
sets painfully to work on another tack and by a variety of [artificial] means, to
arouse in the child an interest in school studies …. [Thus there remains a] gap
existing between the everyday experiences of the child and the isolated material
supplied in such large measure in the school.
To bridge this chasm between school and life, Dewey advocated a method of teaching
which began with the everyday experience of the child. Dewey maintained that unless
the initial connection was made between school activities and the life experiences of
the child, genuine learning and growth would be impossible. Nevertheless, he was
careful topoint out that while the experiential familiar was the natural and meaningful
5. place to begin learning, it was more importantly the "intellectual starting point for
moving out into the unknown and not an end in itself".
To further reduce the distance between school and life, Dewey urged that the school
be made into an embryonic social community which simplified but resembled the social
life of the community at large. A society, he reasoned, "is a number of people held
together because they are working along common lines, in a common spirit, and with
reference to common aims. The common needs and aims demand a growing
interchange of thought and growing unity of sympathetic feeling." The tragic weakness
of the schools of his time was that they were endeavoring "to prepare future members
of the social order in a medium in which the conditions of the social spirit [were]
eminently wanting".
Thus Dewey affirmed his fundamental belief in the two-sidedness of the educational
process. Neither the psychological nor the sociological purpose of education could be
neglected if evil results were not to follow. To isolate the school from life was to cut
students off from the psychological ties which make learning meaningful; not to provide
a school environment which prepared students for life in society was to waste the
resources of the school as a socializing institution
DemocracyandEducation
Dewey thought that in a democratic society the school should provide students with
the opportunity to experience democracy in action. For Dewey, democracy was more
than a form of government; it was a way of living which went beyond politics, votes,
and laws to pervade all aspects of society. Dewey recognized that every social group,
even a band of thieves, is held together by certain common interests, goals, values,
and meanings, and he knew that every such group also comes into contact with other
groups. He believed, however, that the extent to which democracy has been attained
in any society can be measured by the extent to which differing groups share similar
values, goals, and interests and interact freely and fruitfully with each other.
Dewey's belief in democracy and in the schools' ability to provide a staging platform
for social progress pervades all his work but is perhaps most clearly stated in his early
Pedagogic Creed:
“I believe that education is the fundamental method of social progress and reform. All reforms
which rest simply upon theenactmentof law,or thethreatening of certain penalties,or upon changes
in mechanicalor outward arrangements,aretransitory and futile….By law and punishment,by social
agitation and discussion,societycan regulateand formitself in a moreor less haphazard and chance
6. way.But through education societycan formulateits own purposes,can organizeits own meansand
resources, and thus shape itself with definiteness and economy in the direction in which it wishes to
move …. Education thus conceived marks the most perfect and intimate union of science and art
conceivable in human experience”.