john dewey “the need for a philosophy of education.”
TRANSCRIPT
John DeweyJohn Dewey
ldquoldquoThe Need for a Philosophy of The Need for a Philosophy of EducationrdquoEducationrdquo
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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 DeweyJohn Dewey
Education is a social Education is a social process education is process education is growth education is growth education is not a preparation for not a preparation for life but is life itself life but is life itself
Deweyrsquos Early CV
1048708 Education
ndash Completed high school in 3 yearsndash Attended University of Vermont in 1875 at 16 years oldndash Explored topics of political social and moral philosophyndash Graduated from the University of Vermont in 1879
1048708 Teaching Experience
ndash 1879 1st job as a high school teacher in Oil City Pennsylvaniandash 1881 High School teacher while continuing study of philosophy in Vermont
1048708 Graduate Studies
ndash 1882 Johns Hopkins University graduate program in philosophyndash 1884 PhD with dissertation topic ldquoThe Psychology of Kantrdquo
Professional Career
1048708 Positions Heldndash (1884) Michigan
1048708 Instructor of Philosophyndash (1888) University of Minnesota
1048708 Professor of Mental and Moral Philosophyndash (1889) Chair of the Department of Philosophy Michiganndash (1894) University of Chicagondash (1904) Resigned from the University of Chicago amp joined Columbia Universityndash (1930) End of teaching careerndash (1939) Retirement from University activities
JOHN DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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 DeweyJohn Dewey
Education is a social Education is a social process education is process education is growth education is growth education is not a preparation for not a preparation for life but is life itself life but is life itself
Deweyrsquos Early CV
1048708 Education
ndash Completed high school in 3 yearsndash Attended University of Vermont in 1875 at 16 years oldndash Explored topics of political social and moral philosophyndash Graduated from the University of Vermont in 1879
1048708 Teaching Experience
ndash 1879 1st job as a high school teacher in Oil City Pennsylvaniandash 1881 High School teacher while continuing study of philosophy in Vermont
1048708 Graduate Studies
ndash 1882 Johns Hopkins University graduate program in philosophyndash 1884 PhD with dissertation topic ldquoThe Psychology of Kantrdquo
Professional Career
1048708 Positions Heldndash (1884) Michigan
1048708 Instructor of Philosophyndash (1888) University of Minnesota
1048708 Professor of Mental and Moral Philosophyndash (1889) Chair of the Department of Philosophy Michiganndash (1894) University of Chicagondash (1904) Resigned from the University of Chicago amp joined Columbia Universityndash (1930) End of teaching careerndash (1939) Retirement from University activities
JOHN DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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 DeweyJohn Dewey
Education is a social Education is a social process education is process education is growth education is growth education is not a preparation for not a preparation for life but is life itself life but is life itself
Deweyrsquos Early CV
1048708 Education
ndash Completed high school in 3 yearsndash Attended University of Vermont in 1875 at 16 years oldndash Explored topics of political social and moral philosophyndash Graduated from the University of Vermont in 1879
1048708 Teaching Experience
ndash 1879 1st job as a high school teacher in Oil City Pennsylvaniandash 1881 High School teacher while continuing study of philosophy in Vermont
1048708 Graduate Studies
ndash 1882 Johns Hopkins University graduate program in philosophyndash 1884 PhD with dissertation topic ldquoThe Psychology of Kantrdquo
Professional Career
1048708 Positions Heldndash (1884) Michigan
1048708 Instructor of Philosophyndash (1888) University of Minnesota
1048708 Professor of Mental and Moral Philosophyndash (1889) Chair of the Department of Philosophy Michiganndash (1894) University of Chicagondash (1904) Resigned from the University of Chicago amp joined Columbia Universityndash (1930) End of teaching careerndash (1939) Retirement from University activities
JOHN DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
Deweyrsquos Early CV
1048708 Education
ndash Completed high school in 3 yearsndash Attended University of Vermont in 1875 at 16 years oldndash Explored topics of political social and moral philosophyndash Graduated from the University of Vermont in 1879
1048708 Teaching Experience
ndash 1879 1st job as a high school teacher in Oil City Pennsylvaniandash 1881 High School teacher while continuing study of philosophy in Vermont
1048708 Graduate Studies
ndash 1882 Johns Hopkins University graduate program in philosophyndash 1884 PhD with dissertation topic ldquoThe Psychology of Kantrdquo
Professional Career
1048708 Positions Heldndash (1884) Michigan
1048708 Instructor of Philosophyndash (1888) University of Minnesota
1048708 Professor of Mental and Moral Philosophyndash (1889) Chair of the Department of Philosophy Michiganndash (1894) University of Chicagondash (1904) Resigned from the University of Chicago amp joined Columbia Universityndash (1930) End of teaching careerndash (1939) Retirement from University activities
JOHN DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
Professional Career
1048708 Positions Heldndash (1884) Michigan
1048708 Instructor of Philosophyndash (1888) University of Minnesota
1048708 Professor of Mental and Moral Philosophyndash (1889) Chair of the Department of Philosophy Michiganndash (1894) University of Chicagondash (1904) Resigned from the University of Chicago amp joined Columbia Universityndash (1930) End of teaching careerndash (1939) Retirement from University activities
JOHN DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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 DEWEYJOHN DEWEY
How does he view the nature of How does he view the nature of the child and the nature of the child and the nature of learninglearning
Nature of the child curious social Nature of the child curious social constructive expressiveconstructive expressive
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoExperiential 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 activityrdquo
John Dewey
ldquoExperiential 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 activityrdquo
John Dewey
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoThe Need for a Philosophy of Educationrdquo
-Philosophy needs to define what education is moreover any ldquoideal that is a genuine help in carrying on activity must rest upon a prior knowledge of concrete actual occurrencesrdquo
- Education is ldquoa process of developmentrdquo but it is a ldquodirected growthrdquo 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 student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
-the student possesses inherently the ldquoraw material and the starting-point of growthrdquo however ldquothe environing conditions to be furnished by the educator are the indispensable means of their developmentrdquo
-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
ldquoThe Need for a Philosophy of Educationrdquo
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoThe Need for a Philosophy of Educationrdquo
-ldquothe 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 allrdquo
-thus by experiencing growth in education in a democratic environment students will learn how to reform society
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoThe Need for a Philosophy of Educationrdquo
Dewey wants to make individuals more capable of self-support Dewey wants to make individuals more capable of self-support but he also stresses connections and commitments to others but he also stresses connections and commitments to others
Schools should not just use activities but select activities that Schools should not just use activities but select activities that connect to democratic life the classroom as a communityconnect to democratic life the classroom as a community
Education is a process of development an educated person has Education is a process of development an educated person has the power to go on and get more education to grow Grow like a the power to go on and get more education to grow Grow like a seed [Not exactly] Not as deterministically as say a tree seed [Not exactly] Not as deterministically as say a tree Humans have great potential to grow in many directions The Humans have great potential to grow in many directions The environment for growth matters Traditional schools fail to environment for growth matters Traditional schools fail to recognize the diversity of capacities the need to initiate growth recognize the diversity of capacities the need to initiate growth must come from the needs and powers of the pupil (not a blank must come from the needs and powers of the pupil (not a blank slate not teacher-centered) (Need for a Philosophy of Education slate not teacher-centered) (Need for a Philosophy of Education Dewey 1934)Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoThe Need for a Philosophy of Educationrdquo
Toward ldquomore effective techniques greater self-reliance a more thoughtful and inquiring disposition more capable of persistent effort in meeting obstaclesrdquo 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
ldquoFor education to be most successful it is necessary that people participate in democratic forms of liferdquo
ldquoA 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 staturerdquo (ldquoNeed for a Philosophy of Educationrdquo Dewey 1934)
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
ldquoThe Need for a Philosophy of Educationrdquo
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 ldquolearningrdquo
ldquoThe 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 himselfrdquo
Schools should not be ldquostatic in subject matter authoritarian in methods and mainly passiverdquo
Dewey fears that society and traditional schooling are promoting Selfish egoistic competitive views where we learn to ldquooutwit others and get onrdquo for ourselveshellip
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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
Objectives
How does Dewey view the nature of the child and the nature of learning
Understand the transaction between the childrsquos 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