Transcript John Dewey - David J. Roof

John Dewey
“The Need for a Philosophy of
Education.”
Objectives:
How does Dewey view the nature of the child and the nature of
learning?
Understand the transaction between the child’s instincts and
experiences and the environment according to Dewey.
What does Dewey find problematic with traditional schooling?
What is the role or function of the teacher, according to Dewey?
For Dewey, how are democracy, society, and education linked?
John Dewey

Education is a social
process; education is
growth; education is
not a preparation for
life but is life itself.
Dewey’s Early CV
􀂄 Education
–
–
–
–
Completed high school in 3 years
Attended University of Vermont in 1875 at 16 years old
Explored topics of political, social, and moral philosophy
Graduated from the University of Vermont in 1879
􀂄 Teaching Experience
– 1879: 1st job as a high school teacher in Oil City, Pennsylvania
– 1881: High School teacher while continuing study of philosophy in Vermont
􀂄 Graduate Studies
– 1882: Johns Hopkins University graduate program in philosophy
– 1884: Ph.D. with dissertation topic “The Psychology of Kant”
Professional Career
􀂄 Positions Held
– (1884) Michigan
􀂄 Instructor of Philosophy
– (1888) University of Minnesota
􀂄 Professor of Mental and Moral Philosophy
– (1889) Chair of the Department of Philosophy, Michigan
– (1894) University of Chicago
– (1904) Resigned from the University of Chicago,
& joined Columbia University
– (1930) End of teaching career
– (1939) Retirement from University activities
JOHN DEWEY


How does he view the nature of the
child and the nature of learning?
Nature of the child: curious, social,
constructive, expressive
“Experiential learning takes place
when a person involved in an activity
looks back and evaluates it,
determines what was useful or important to remember,
and uses this information to perform another activity.”
John Dewey
“The Need for a Philosophy of Education”
-Philosophy needs to define what education is, moreover, any
“ideal that is a genuine help in carrying on activity must rest upon
a prior knowledge of concrete actual occurrences”
- Education is “a process of development”, but it is a “directed
growth,” which is meant to be directed by educators
- all students are different from one another and will not learn in
one standard, uniform way
“The Need for a Philosophy of Education”
-the student possesses, inherently, the “raw material and the
starting-point of growth”, however, “the environing conditions to
be furnished by the educator are the indispensable means of their
development”
-thus educators must modify environment to provide direction of
student growth
-each student possesses innate possibilities and properties for
growth and, as such, an ideal education is characterized by
continual growth
“The Need for a Philosophy of Education”
-“the educational end and the ultimate test of the value of what is
learned (in the method described above) is its use and application
in carrying on and improving the common life of all”
-thus, by experiencing growth in education in a democratic
environment, students will learn how to reform society
“The Need for a Philosophy of Education”

Dewey wants to make individuals more capable of self-support,
but he also stresses connections and commitments to others.

Schools should not just use activities, but select activities that
connect to democratic life, the classroom as a community.

Education is a process of development, an educated person has
the power to go on and get more education, to grow. Grow
like a seed? [Not exactly.] Not as deterministically, as say a
tree. Humans have great potential to grow in many directions.
The environment for growth matters. Traditional schools fail to
recognize the diversity of capacities, the need to initiate growth
must come from the needs and powers of the pupil (not a
blank slate, not teacher-centered). (Need for a Philosophy of
Education, Dewey, 1934)
“The Need for a Philosophy of Education”
Toward “more effective techniques, greater self-reliance, a more thoughtful and
inquiring disposition more capable of persistent effort in meeting obstacles.”
EXPERIENCE A PROBLEM, TRY TO SOLVE IT.
Dewey wants to connect interest (NATURE OF THE CHILD: CURIOUS,
EXPRESSIVE, SOCIAL, AND CONSTRUCTIVE) and effort (motivate students to
SOLVE PROBLEMS, ANSWER QUESTIONS)? If successful, it leads to the
student-curriculum integration that Dewey desires. KNOWLEDGE THAT IS
USEFUL, that supports further growth and expansion of interests.
Does Dewey provide a clear vision of the ideal democratic society?
“For education to be most successful, it is necessary that people participate in
democratic forms of life.”
“A society of free individuals in which all, doing each his own work, contribute
to the liberation and enrichment of the lives of others is the only environment
for the normal growth to full stature.” (“Need for a Philosophy of Education”
Dewey, 1934)
“The Need for a Philosophy of Education”

What does he reject about traditional education?

Dewey believes that faculty psychology, behaviorism, and teacher-centered
approaches to curriculum do not capture the correct psychology of learning.

He rejects the idea that rote learning and memorization are “learning”.



“The educational center of gravity has been too long in the teacher, the
textbook, anywhere and everywhere except in the immediate instincts and
activities of the child himself.”
Schools should not be “static in subject matter, authoritarian in methods,
and mainly passive.”
Dewey fears that society and traditional schooling are promoting: Selfish,
egoistic, competitive views where we learn to “outwit others and get on” for
ourselves…
Objectives:
How does Dewey view the nature of the child and the nature of
learning?
Understand the transaction between the child’s instincts and
experiences and the environment according to Dewey.
What does Dewey find problematic with traditional schooling?
What is the role or function of the teacher, according to Dewey?
For Dewey, how are democracy, society, and education linked?