Transcript File - Aral`s Educational Philosophy
Slide 1
"If I were asked to name the most needed of
all reforms in the spirit of education I
should say: 'Cease conceiving of education
as mere preparation for later life, and
make of it the full meaning of the present
life.'"
– John Dewey
Unique Mindset – Learning from Great Minds:
http://uniquemindset.org/2012/03/john-deweystory/
Slide 2
American Philosopher, Psychologist and Educational reformer
He supported the theory of Pragmatism, where one uses their thoughts
as means of prediction and problem solving. The use of knowledge,
concepts and beliefs should be practical, rather than representative in
nature.
He is one of the main founders of Functional Psychology, as he believes
that mental life and behavior is linked to active adaptation to the
person’s environment.
He was born on October 20th, 1859 in Burlington, Vermont
From 1884—1930, he taught at universities
In 1894, he started an experimental elementary school
In 1919 he cofounded The New School for Social Research
He published numerous amounts of valuable research
He died June 1, 1952, in New York City
Bio. True Story: http://www.biography.com/people/john-dewey-9273497
Slide 3
Dewey believed in education for citizenship and democracy, so
people could critically reflect on political and social issues, to
become civic contributing citizens for the betterment of society. (A.
Ornstien, E. Pajak & S. Ornstien, pg. 360)
John Dewey believes “that democracy is not the average people
electing leaders. It is average people with education to think
intellectually on crucial issues and problems and to elect the best
leaders who could deal with issues and problems.” (A. Ornstien, E.
Pajak & S. Ornstien, pg. 361)
For example, when teaching historical events, the goal of
curriculum would be to have students critically think, discuss
problems, and examine issues/ events, rather than the teacher just
transferring knowledge to ‘Passive’ students.
(A. Ornstien, E. Pajak & S. Ornstien, pg. 361)
Slide 4
Educational processes in schools are developed from a
philosophy
Teachers and administration in schools are guided by an
educational philosophy, which gives meaning to the decisions
and actions that they take.
“Dewey was so convinced of the importance of philosophy that he
viewed it as the all-encompassing aspect of the educational
process – as necessary for forming fundamental dispositions,
intellectual and emotional, toward nature and fellow man.”
(J. Dewey – 1916, pg. 383-384)
Overall, the school’s philosophy should reflect teaching, learning
and curriculum, as they are closely linked together. (A. Ornstien,
E. Pajak & S. Ornstien, pg. 8)
Slide 5
John Dewey advocated ‘Experiential Learning’
According to Dewey (1938), a person needs to interact with
the environment, which includes objects and other people
As a result, in an educational environment, the experience
is between the educator’s actions, the material and the
student.
Overall, it is based on the personal needs, attitudes,
desires, capacities and the purpose of the learner. (Dewey,
J. (1938) Experience and Education, pg. 43-44)
Slide 6
John Dewey advocated his philosophy of Progressivism in many
publications, which include Democracy and Education, Experience and
Education, How we think and My Pedagogic Creed.
Dewey believed that the curriculum should focus on the needs and
interests of students, as they have unique emotions and minds.
Dewey believed that “The child is the starting point, the center, and the end.
His development, his growth, is the ideal. It alone furnishes the standard. To
the growth of the child all studies are subservient; they are instruments
valued as they serve the needs of growth. Personality, character, is more
than subject matter. Not knowledge or information, but self realization, is
the goal….learning is active. It involves reaching out of the mind. It involves
organic assimilation starting from within….It is he and not the subject
matter which determines both quality and quantity of learning. (Peter F.
Olivia & William R. Gordan, pg. 132-133)
Overall, his educational philosophy of progressivism saw “Education as life”
and “learning by doing”
Slide 7
Slide 8
Slide 9
Slide 10
There was the notion that children needed to be exposed to
nature through modern summer camps that applied progressive
education (Wall, pg.75)
“An examination of their diverse settings reveals that, at all
manner of camps, reliance on emerging psychological and
educational expertise shaped thinking about the benefits of camp,
about the nature of ‘the child,’ and about ‘childhood’ as a category
of experience.” (Wall, pg.75)
“As much as camp administrators felt like they were embarking
on a unique pedagogical journey, by the 1930s, ideals of
progressive education were the much talked about fashion in
educational circles throughout North America.” (Wall, pg.90)
Slide 11
Ontario Summer camps shaped the character of children, though the most
recent trends of progressive education. (Wall, pg. 74)
Moreover, these camps were for every child, regardless of their socio-
economic status. For instance, there were private camps for the elite;
middle class camps established by the Ontario government (YMCA); and
‘fresh air’ camps for the poor working class, which were run by churches,
charities and non-profit organizations. (Wall, pg.75)
By and large, the modern theory emphasizes that summer camps in natural
settings, were superior to other children’s institutions.
For instance, some children would come from poor families, who did not
send their kids to school, but rather exploited them through harsh child
labour. On the other hand, some children came from wealthy families, who
were sometimes ‘spoiled;’ camp advisers would remind the families that a
‘parent’s fortune can lead to a child’s misfortune:’ (Wall, pg.80)
Slide 12
How did John Dewey's pedagogical reforms, known as
‘Progressive Education' and his vision for real
democracy, help camp administrators better focus
their summer programs towards 'child-centered'
education?
How did the main contributions of John Dewey,
through the pedagogical movement shape modern
education through the philosophy of ‘Progressive
Education’?
Slide 13
The main focus of these summer camps resonates from John Dewey,
who raises many important questions about professional people’s
beliefs about how to improve civil society, especially with all the
troubles it faced during WWI, WWII and the Cold War. (Wall, pg.91)
“In particular the ideas of John Dewey, American philosopher and
educator, were taken up by numerous others and formed the basis for
what became known as ‘progressive’ education.” (Wall, pg.90)
Among the key aspects of Dewey’s approach was the call to respect
each child as an individual, with varying and specific needs. Indeed,
Dewey castigated traditional education for its lack of innovation, its
reliance on rote-learning, its narrow definition of the curriculum,
and its coercive disciplinary practices. By contrast, his new approach
promised ‘education for the whole child,’ that would unfold in an
organic and child-centered way. (Wall, pg.91)
Slide 14
These camps promoted John Dewey’s Educational Philosophy, that
exposure to nature was necessary, to positively shape the character of
children through ‘informal’ and ‘individualized’ programs, in order to
create contributing citizens towards democracy: “Camp administrators
from the late 1920s through to the early postwar period promoted the
summer camp as both a much-needed escape from modern, urban living
and the pathway to a world of natural, pre-modern simplicity.” (Wall,
pg.74)
John Dewey promoted ‘Progressive Education,’ to teach students to
become caring, collaborative, unique and responsible children, who were
perceived as much needed, civic citizens of the future.
Overall, regardless of socio-economic background, the camps had the
same aim towards implementing ‘Progressive Education’ by promoting
hands-on learning, which shaped their character, creativity and overall
virtues. As a result, these children would become young adults who
would contribute to the future betterment of overall society.
Slide 15
Unlike the elite private summer camps, the fresh air summer
camps, such as the ones established by Taylor Statten, known as
Camp Ahmek and Wapomeo in Bolton, Ontario, had difficulty
implementing a child-centered individualistic approach to
learning. Part of the reason was due to the over populated camp
sites, shortage of psychologists and financial resources.
“As far as camps’ educational missions were concerned, they were
possibly more successful than schools in delivering progressive
education, although there were also limits to the progressive
experiment.” (Wall, pg.75)
As a result, although the ideology of nature and the philosophy of
progressive education was promoted to families, it only proved to
be applicable to a certain extent, as it had its limitations:
“Idealizations, such as these were meant to convince the public, but
they shouldn’t fool the historian as to the camp’s very real
implication in modernity.” (Wall, pg.74)
Slide 16
http://www.dvarchive.com/stock-footage/0004255/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004258/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004261/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004257/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004260/achildsdayataprogressiveeducationmindedsummercampin
Slide 17
Students need knowledge as a means of growth and development
Students need to complete activities that are interesting and hands-on
The teacher’s goal is to be a facilitator who helps student solve
problems, whilst monitoring their progress and providing feedback
Curriculum focuses on ‘Humanistic’ education, relevant ‘Experience –
Centered’ learning and a ‘Student-Centered’ approach
Student learning focuses on group activities, decision making and
cooperative learning
(A. Ornstien, E. Pajak & S. Ornstien, pg. 7)
Slide 18
Students are able to set objectives for learning and establish classroom
rules
Student learning is an active process, where students construct their
knowledge
The individual student comes first, as they express themselves, their
interests and needs
Students develop through experiences, creativity and self-
actualization
The goal is to educate society to become democratic social decision
makers
(A. Ornstien, E. Pajak & S. Ornstien, pg. 7)
Slide 19
Books I signed out from OISE Library:
Glatthorn, Allan A., 1924- Curriculum leadership: strategies for development and
implementation (375.001 G549C 2009)
Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from around the world
(375.001 C97698)
Newton, Earle E. Understanding change in education : rural and remote regions of
Canada (370.193460971 U55)
Oliva, Peter F. Developing the curriculum (375.001 O48D 2013)
Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001 o74C 2004)
Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011)
Ross, George W. (George William), Sir, 1841-1914. The school system of Ontario (Canada), its
history and distinctive features (371.01 R824S)
Wall, Sharon Yvonne. “Making Modern Childhood, the Natural Way: Psychology, Mental
Hygiene, and Progressive Education at Ontario Summer Camps, 1920-1955.” Historical
Studies in Education, December 2008, pg.73-110.
Slide 20
Additional Resources:
Dewey, J. (1916) Democracy and Education. New York: Macmillan, pp. 383-384.
Dewey, J. (1938) Experience and Education. Toronto: Collier-Mac. Millan Canada Ltd.
Online Sources
Videos:
DV Archive Royal Free Stock Footage: http://www.dvarchive.com/
Article:
Bio. True Story: http://www.biography.com/people/john-dewey-9273497
Images:
Historical Studies In Education: http://ccamping.org/wp-content/uploads/2013/07/Wall-Making-Modern-Childhood-theNatural-Way.pdf
Unique Mindset – Learning from Great Minds: http://uniquemindset.org/2012/03/john-dewey-story/
"If I were asked to name the most needed of
all reforms in the spirit of education I
should say: 'Cease conceiving of education
as mere preparation for later life, and
make of it the full meaning of the present
life.'"
– John Dewey
Unique Mindset – Learning from Great Minds:
http://uniquemindset.org/2012/03/john-deweystory/
Slide 2
American Philosopher, Psychologist and Educational reformer
He supported the theory of Pragmatism, where one uses their thoughts
as means of prediction and problem solving. The use of knowledge,
concepts and beliefs should be practical, rather than representative in
nature.
He is one of the main founders of Functional Psychology, as he believes
that mental life and behavior is linked to active adaptation to the
person’s environment.
He was born on October 20th, 1859 in Burlington, Vermont
From 1884—1930, he taught at universities
In 1894, he started an experimental elementary school
In 1919 he cofounded The New School for Social Research
He published numerous amounts of valuable research
He died June 1, 1952, in New York City
Bio. True Story: http://www.biography.com/people/john-dewey-9273497
Slide 3
Dewey believed in education for citizenship and democracy, so
people could critically reflect on political and social issues, to
become civic contributing citizens for the betterment of society. (A.
Ornstien, E. Pajak & S. Ornstien, pg. 360)
John Dewey believes “that democracy is not the average people
electing leaders. It is average people with education to think
intellectually on crucial issues and problems and to elect the best
leaders who could deal with issues and problems.” (A. Ornstien, E.
Pajak & S. Ornstien, pg. 361)
For example, when teaching historical events, the goal of
curriculum would be to have students critically think, discuss
problems, and examine issues/ events, rather than the teacher just
transferring knowledge to ‘Passive’ students.
(A. Ornstien, E. Pajak & S. Ornstien, pg. 361)
Slide 4
Educational processes in schools are developed from a
philosophy
Teachers and administration in schools are guided by an
educational philosophy, which gives meaning to the decisions
and actions that they take.
“Dewey was so convinced of the importance of philosophy that he
viewed it as the all-encompassing aspect of the educational
process – as necessary for forming fundamental dispositions,
intellectual and emotional, toward nature and fellow man.”
(J. Dewey – 1916, pg. 383-384)
Overall, the school’s philosophy should reflect teaching, learning
and curriculum, as they are closely linked together. (A. Ornstien,
E. Pajak & S. Ornstien, pg. 8)
Slide 5
John Dewey advocated ‘Experiential Learning’
According to Dewey (1938), a person needs to interact with
the environment, which includes objects and other people
As a result, in an educational environment, the experience
is between the educator’s actions, the material and the
student.
Overall, it is based on the personal needs, attitudes,
desires, capacities and the purpose of the learner. (Dewey,
J. (1938) Experience and Education, pg. 43-44)
Slide 6
John Dewey advocated his philosophy of Progressivism in many
publications, which include Democracy and Education, Experience and
Education, How we think and My Pedagogic Creed.
Dewey believed that the curriculum should focus on the needs and
interests of students, as they have unique emotions and minds.
Dewey believed that “The child is the starting point, the center, and the end.
His development, his growth, is the ideal. It alone furnishes the standard. To
the growth of the child all studies are subservient; they are instruments
valued as they serve the needs of growth. Personality, character, is more
than subject matter. Not knowledge or information, but self realization, is
the goal….learning is active. It involves reaching out of the mind. It involves
organic assimilation starting from within….It is he and not the subject
matter which determines both quality and quantity of learning. (Peter F.
Olivia & William R. Gordan, pg. 132-133)
Overall, his educational philosophy of progressivism saw “Education as life”
and “learning by doing”
Slide 7
Slide 8
Slide 9
Slide 10
There was the notion that children needed to be exposed to
nature through modern summer camps that applied progressive
education (Wall, pg.75)
“An examination of their diverse settings reveals that, at all
manner of camps, reliance on emerging psychological and
educational expertise shaped thinking about the benefits of camp,
about the nature of ‘the child,’ and about ‘childhood’ as a category
of experience.” (Wall, pg.75)
“As much as camp administrators felt like they were embarking
on a unique pedagogical journey, by the 1930s, ideals of
progressive education were the much talked about fashion in
educational circles throughout North America.” (Wall, pg.90)
Slide 11
Ontario Summer camps shaped the character of children, though the most
recent trends of progressive education. (Wall, pg. 74)
Moreover, these camps were for every child, regardless of their socio-
economic status. For instance, there were private camps for the elite;
middle class camps established by the Ontario government (YMCA); and
‘fresh air’ camps for the poor working class, which were run by churches,
charities and non-profit organizations. (Wall, pg.75)
By and large, the modern theory emphasizes that summer camps in natural
settings, were superior to other children’s institutions.
For instance, some children would come from poor families, who did not
send their kids to school, but rather exploited them through harsh child
labour. On the other hand, some children came from wealthy families, who
were sometimes ‘spoiled;’ camp advisers would remind the families that a
‘parent’s fortune can lead to a child’s misfortune:’ (Wall, pg.80)
Slide 12
How did John Dewey's pedagogical reforms, known as
‘Progressive Education' and his vision for real
democracy, help camp administrators better focus
their summer programs towards 'child-centered'
education?
How did the main contributions of John Dewey,
through the pedagogical movement shape modern
education through the philosophy of ‘Progressive
Education’?
Slide 13
The main focus of these summer camps resonates from John Dewey,
who raises many important questions about professional people’s
beliefs about how to improve civil society, especially with all the
troubles it faced during WWI, WWII and the Cold War. (Wall, pg.91)
“In particular the ideas of John Dewey, American philosopher and
educator, were taken up by numerous others and formed the basis for
what became known as ‘progressive’ education.” (Wall, pg.90)
Among the key aspects of Dewey’s approach was the call to respect
each child as an individual, with varying and specific needs. Indeed,
Dewey castigated traditional education for its lack of innovation, its
reliance on rote-learning, its narrow definition of the curriculum,
and its coercive disciplinary practices. By contrast, his new approach
promised ‘education for the whole child,’ that would unfold in an
organic and child-centered way. (Wall, pg.91)
Slide 14
These camps promoted John Dewey’s Educational Philosophy, that
exposure to nature was necessary, to positively shape the character of
children through ‘informal’ and ‘individualized’ programs, in order to
create contributing citizens towards democracy: “Camp administrators
from the late 1920s through to the early postwar period promoted the
summer camp as both a much-needed escape from modern, urban living
and the pathway to a world of natural, pre-modern simplicity.” (Wall,
pg.74)
John Dewey promoted ‘Progressive Education,’ to teach students to
become caring, collaborative, unique and responsible children, who were
perceived as much needed, civic citizens of the future.
Overall, regardless of socio-economic background, the camps had the
same aim towards implementing ‘Progressive Education’ by promoting
hands-on learning, which shaped their character, creativity and overall
virtues. As a result, these children would become young adults who
would contribute to the future betterment of overall society.
Slide 15
Unlike the elite private summer camps, the fresh air summer
camps, such as the ones established by Taylor Statten, known as
Camp Ahmek and Wapomeo in Bolton, Ontario, had difficulty
implementing a child-centered individualistic approach to
learning. Part of the reason was due to the over populated camp
sites, shortage of psychologists and financial resources.
“As far as camps’ educational missions were concerned, they were
possibly more successful than schools in delivering progressive
education, although there were also limits to the progressive
experiment.” (Wall, pg.75)
As a result, although the ideology of nature and the philosophy of
progressive education was promoted to families, it only proved to
be applicable to a certain extent, as it had its limitations:
“Idealizations, such as these were meant to convince the public, but
they shouldn’t fool the historian as to the camp’s very real
implication in modernity.” (Wall, pg.74)
Slide 16
http://www.dvarchive.com/stock-footage/0004255/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004258/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004261/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004257/achildsdayataprogressiveeducationmindedsummercampin
http://www.dvarchive.com/stock-footage/0004260/achildsdayataprogressiveeducationmindedsummercampin
Slide 17
Students need knowledge as a means of growth and development
Students need to complete activities that are interesting and hands-on
The teacher’s goal is to be a facilitator who helps student solve
problems, whilst monitoring their progress and providing feedback
Curriculum focuses on ‘Humanistic’ education, relevant ‘Experience –
Centered’ learning and a ‘Student-Centered’ approach
Student learning focuses on group activities, decision making and
cooperative learning
(A. Ornstien, E. Pajak & S. Ornstien, pg. 7)
Slide 18
Students are able to set objectives for learning and establish classroom
rules
Student learning is an active process, where students construct their
knowledge
The individual student comes first, as they express themselves, their
interests and needs
Students develop through experiences, creativity and self-
actualization
The goal is to educate society to become democratic social decision
makers
(A. Ornstien, E. Pajak & S. Ornstien, pg. 7)
Slide 19
Books I signed out from OISE Library:
Glatthorn, Allan A., 1924- Curriculum leadership: strategies for development and
implementation (375.001 G549C 2009)
Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from around the world
(375.001 C97698)
Newton, Earle E. Understanding change in education : rural and remote regions of
Canada (370.193460971 U55)
Oliva, Peter F. Developing the curriculum (375.001 O48D 2013)
Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001 o74C 2004)
Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011)
Ross, George W. (George William), Sir, 1841-1914. The school system of Ontario (Canada), its
history and distinctive features (371.01 R824S)
Wall, Sharon Yvonne. “Making Modern Childhood, the Natural Way: Psychology, Mental
Hygiene, and Progressive Education at Ontario Summer Camps, 1920-1955.” Historical
Studies in Education, December 2008, pg.73-110.
Slide 20
Additional Resources:
Dewey, J. (1916) Democracy and Education. New York: Macmillan, pp. 383-384.
Dewey, J. (1938) Experience and Education. Toronto: Collier-Mac. Millan Canada Ltd.
Online Sources
Videos:
DV Archive Royal Free Stock Footage: http://www.dvarchive.com/
Article:
Bio. True Story: http://www.biography.com/people/john-dewey-9273497
Images:
Historical Studies In Education: http://ccamping.org/wp-content/uploads/2013/07/Wall-Making-Modern-Childhood-theNatural-Way.pdf
Unique Mindset – Learning from Great Minds: http://uniquemindset.org/2012/03/john-dewey-story/