Abstract This paper explores John Dewey's life achievements, namely, the Dewey Decimal System used in public libraries and his reputation as an educator. The paper focuses on Dewey's political commentary. It expands on Dewey's point of view as it pertains to a democratic society, particularly in addressing how American society lives up to Dewey's vision of society.
From the Paper "John Dewey's name is familiar to most people who have knowledge of the Dewey Decimal System used in public libraries. Some people are also aware of his reputation as an educator. Even fewer people, however, are aware of his political commentary. This paper will be used to address Dewey's point of view as it pertains to a democratic society, particularly in addressing how American society lives up to Dewey's vision of society. Dewey believed that a democratic society was friendly to education. A democratic society offers benefits that other kinds of societies may not. Dewey comments that: The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. (1921, p. 101) The superficial answer, of course, is not the best answer."
Abstract This paper compares the educational theories and views of John Dewey and J. E. Stone. The paper also argues that Stone's theory is superior to Dewey's because it is less rigid.
From the Paper "John Dewey is of course widely recognized as one of the key theorists in American education. J. E. Stone, a less well known educator and theorist, is a contemporary writer and analyst who has proposed an alternative to Dewey's construction of the foundation of educational practice and pedagogy known as developmentalism. Stone traces the roots of developmentalism to earlier work by, among others, Jean Jacques Rousseau Dewey and Jean Piaget. In this brief essay the ideas of Dewey..."
Tags:Dewey, J.E> Stone, educational theory developmentalism
Abstract According to Dewey, the path to truth was a direct consequence of the nature of reality. Dewey believed that all things and events in the world are natural. The paper shows that from this it follows that we can discover truth via the route of scientific investigation. Basically, nature as we experience it in our ordinary lives, or through science, is the ultimate reality, while people are part of nature and are able to find their goals and meaning in the world we see around them.
Abstract This paper discusses how there have always been philosophical battles between progressive thinkers and conservative thinkers when it comes to the education of America's children. In particular it looks at two of the brightest minds in the development of the American educational structure, the classic progressive John Dewey, and the quintessential conservative, William Chandler Bagley, and examines their philosophies. It also shows how many of their debating points are as poignant and pertinent today as back then.
Outline
Introduction to Educators John Dewey and William Bagley
Introduction to John Dewey's Progressive Educational Theories
Introduction to William Bagley's Philosophy of Essentialism in Education
John Dewey on Emphasizing "Experience" as Part of Public Education
William Bagley's Essentialism: Practical Things Should be Taught
John Dewey's Vision for Schools: Democracy in Action
Conclusion
From the Paper "William Chandler Bagley was born in Detroit, received a Bachelor of Arts degree at Michigan State College, a Master's at the University of Wisconsin, and a Ph.D. at Cornell University, in 1900. After teaching in elementary schools, he became professor of education at a teachers college in Columbia, until 1940. He became a vigorous opponent of ?pragmatism and progressive education, asserting that the value of knowledge is very great on its own merits, not just as an instrument to accomplish something with. He was critical of other teachers and educators for failing to emphasize what he believed to be important ? a systematic study of academic subject matter."
Abstract This paper explores the writings of John Dewey and his theories surrounding education. It begins by an providing an overview of Dewey's beliefs concerning education. It then discusses the belief that Dewey's educational theories (namely, pragmatism, experiential learning, progressivism and democratic learning) are just as prevalent and important to education today as they were when first written about.
Table of Contents:
Introduction
An overview of John Dewey's beliefs on education
Pragmatism
Democratic Learning
Experiential Learning
Progressivism
Dewey's theories and Today's Classroom
Conclusion
From the Paper "It was also made apparent through the literature that Dewey believed the purpose of education to be the acquiring of skill sets and knowledge that would be instrumental in the area of problem solving. He believed this type of knowledge could only be attained through experiential learning. Dewey's beliefs concerning education also viewed teachers as those who take on the role of parents within the school setting. In this role teachers are responsible for presenting students with subjects of interesting and showing students the practical ways in which math, science, history etc. are related to their interest or their everyday experiences."
Abstract By using an annotated bibliography of John Dewey's works, or of works that focus upon John Dewey, this paper shows this American philosopher, psychologist, and educational reformer's view of education. John Dewey applied much thought, consideration, observation and research in the area of educational issues and challenged those around him to speculate upon the many dimensions of learning and the theories of his time in relation to the education of children in society and future endeavors that would arise as well.
From the Paper "Ikeda, D (nd) John Dewey and Tsunesaburo Makiguchi: Confluences of Thought and Action. Online available at: http://www.siu.edu/~deweyctr/jd_makiguchi.pdf
"This work is a paper on the "parallels between the life and thinking of the Japanese educator and activist Tsunesaburo Makiguchi (1871-1944) and the great American philosopher John Dewey (1859-1952)." The writing tells of the similarities in the philosophy of Dewey and Makiguchi relating to experiential learning. Stated in this work is: "As contemporaries, Dewey and Makiguchi shaped and were shaped by the intellectual milieu of the latter half of the nineteenth century, the legacy of Durkheim, Darwin, Hegel and Kant." Further stated is that there exists "important parallels in their attempts to extend the realm of pragmatic thinking; to take it beyond the classroom and institutions of education to the broader framework of building communities and societies; to look with fresh eyes at the role of religion in propelling that effort."
Tags: experiential, learning, education, for, democracy, philosophy, of, education
Abstract This paper discusses the educational theories of John Dewey and uses them as a basis to develop the writer's philosophy of education. The writer explains that Dewey's practical methods of guided discovery continue to be popular in modern education and represent a rational and holistic approach to the education of children. The writer describes Dewey's philosophy of basing instruction on student interests, his concept of reflective thought, and his idea that a constantly experimental approach to learning should be maintained, and explains why Dewey's ideas may be more relevant today than they were fifty years ago. The paper concludes with an explanation of the writer's perceived role and mission as an educator in Hong Kong.
Outline:
Introduction
The Aims of Education
Role of the Teacher
Knowledge
Conclusion
From the Paper "It is now clear to me that educators must develop their own personal philosophy of education. However, a tremendous body of educational theory exists, making it difficult to choose a specific school of thought. For example, some educators base their theories on different approaches to grouping students for instruction, various forms of curricula, methods of evaluating student progress, or the objectives of instruction. Phrases such as "cooperative learning," "multiple intelligences," and "whole learning experiences" abound in the literature. Instructional methods range from free exploration to direct instruction. Models of learning range from transactional to transmission."
The paper analyzes the relevance of social philosopher John Dewey's seminal work, in the light of the fact that many of his ideas have been misinterpreted today.
Abstract The paper claims that a thorough reading of Dewey's book is necessary to determine what he believed was essential in the concept of educating for democracy. The paper argues that much of the ensuing criticism against Dewey's book would have been averted if he had used different terminology to explain key concepts. Dewey's flaw was writing about democracy as if it were a real fact, verifiable in human experience, instead of as an ideal.
From the Paper "Only the most hardened cynic would attempt arguments against Dewey's supposition in Chapter 7, (when he begins tying his generalized thoughts into more specific assumptions) that "education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group" (p. 81). Yet educators and social commentators took issue with that premise, since the very concept of variability was anathema to the prevailing educational beliefs."
Abstract This paper examines how modern education has evolved through influences by many prominent philosophers and educators, including John Dewey and Leo Strauss. It explores how the pragmatic and instrumental focus of Dewey's philosophy is still retained today in the liberal education mode, while the Straussian tradition of instilling classical political philosophy in the educational curricula has remained more of a social class ideal, conservative-based and defining academic elitists. It shows how, for both Dewey and Strauss, their social and political views shaped their educational philosophies, impacting the current trends in education and educational reform.
From the Paper "John Dewey's pragmatic approach to education and learning emphasized a learning-by-doing method rather than a simple learning-from-instruction basis to study material and establish a vocation. The instrumental view related to pragmatism holds that problem solving utilizes man's use of truth as an instrument, where truth varies with the given problem and is not defined in a stagnant state. Thus, the learning process adapts to trends and changes, especially as scientific discoveries are made and new truths are defined or modified, and requires individual interaction with the material to achieve an optimal understanding of the theory or subject. Dewey's pragmatic educational theory was heavily influenced by his views on democracy, which were likewise evolutionary in nature."
Abstract This paper describes how John Dewey's life and work in philosophy contributed to the field of education. The paper begins with a look at Dewey's early years and college-age years and what influenced him during these years and then goes on to discuss Dewey's views on social philosophy, psychology, logic, and ethics. The paper concludes with a discussion of his philosophy of education.
From the Paper "John Dewey was born on October 20, 1859, the third of four sons born to Archibald Sprague Dewey and Lucina Artemesia Rich of Burlington, Vermont (Field, 2001). Dewey's childhood years in Vermont played a role in shaping his later thought and theories. For, the Vermonters of those days were educated as much by industrial and agricultural activities, as they were by the local school. This led Dewey to realize that the most important parts of his education, until he entered college, were obtained outside the school-room. Dewey then used this realization to focus, both in theory and practice, on occupational activities as the most effective approach to genuine learning and personal intellectual discipline (Dewey, Harris, & Mccluskey, 1958, p. 178)."
Abstract This paper discusses the life and work of John Dewey. His philosophical theory of education is examined. The paper covers Dewey's views of experiential education, as well as progressive education. The issue of democracy in the classroom is highlighted in the paper. The paper assesses the usefulness of the Dewey system in today's educational environment.
From the Paper "The easiest starting point for any appraisal of John Dewey's theory of education is its simplicity, in which lies both its beauty and its limitations. The second easiest place is in the current child-rearing conduct known as "Time Out," which seems a sort of precursor or possibly fellow-traveler to such modish childrearing practices as self-expression, child-centered curricula, the teacher as coach, appreciating diversity. Indeed, one might lay Ebonics at Dewey's feet, also, if one stretched a point, because education doesn't get more child-centered than equating a colloquial patois with a language that should be learned and used as a basis for human thought. In fact, that makes about as much sense as codifying the linguistic habits of any group of uneducated people living anywhere and speaking any language, and attempting to pass it off as a legitimate language in its own right. In fact, Dewey himself used language at its highest levels, spending his "long life tirelessly writing voluminous essays in a dense, opaque style accessible mainly to readers with formal training in philosophy and logic"(Eakin, 2000)."
Abstract John Dewey, one of the most important philosophers of the 19th century, presented many ideas about the idea of democracy in the educational system. This paper shows that John Dewey believed that without a well-educated citizenry, democracy, the way democracy should be, in any case, would come to a screeching halt. It explains his belief that the populace, uneducated and uninformed, could not possibly make good choices for themselves, could not elect intellectually capable leaders, because they themselves were not intellectually capable. The free flow of ideas that is the lifeblood of a well-informed populace and a healthy democracy would end because of a poorly educated populace. The paper also shows the influence of Dewey's theories on later thinkers.
From the Paper "For Dewey, there are two polarities in the field of education. On one hand, there is traditional education. On the other hand, there is progressive education. Traditional education implied a relatively structured, disciplined, ordered, didactic education. Progressives, like Dewey, favored a relatively unstructured, free, student directed education. Dewey's main criticism of traditional education was that it was not holistic enough in its understanding of children and students. He also took traditional education to task for having a curriculum focused on content that is meant to be good for individuals in the future as opposed to paying attention to what the student and society needs in the present."
Abstract This essay discusses the views of Thomas Hobbes, Karl Marx and John Dewey on freedom. The concept of individuality played a large part in their conclusions and identifications of this subject. Hobbes and Marx believed in the subordination of individualism for a higher ideal, while Dewey emphasized the importance of it.
Abstract This paper will cover the nature of John Dewey's system of philosophy on the subject of the Paideia Proposal. By making allegations that he is in accordance with this proposal, we shall see the nature of thought process that go against the values of the proposal. Dewey will argue against the Paideia Proposal because it is not founded on experience, but rather a ideology that is unrealistic in scope.
Abstract This paper describes John Dewey's concept of democracy and democratic virtues, as a continuance of his theories on democracy. The paper also draws on his conclusions to show that open-mindedness, as a democratic virtue, contributes to the development of liberal individuals. The paper then explains that Dewey has identified three different attitudes which, according to him, are related to and define reflective practice. These are open-mindedness, responsibility and wholeheartedness. The paper looks at why open-mindedness is the most important one. The writer believes that the link between open-mindedness, tolerance and liberal individualism is the reasonable basis for the new liberal individualism.
Outline:
Introduction
Section I
Section II
Section III
Conclusions
From the Paper "Indeed, first of all, it is necessary to make a successful translation from the application of these terms on the reflective practice and the actual democratic framework. All three are well applicable in this case. First of all, a functional democracy is based on open-mindedness, as per Dewey's definition. Indeed, the capacity to listen to more sides than one gives out an implicit capacity to be tolerant and to accept differences as one of the fundamental values of a democratic society.
"Second of all, it is just as true that functional democracy needs to be based on responsibility, which comes in numerous formations. We can discuss responsibility towards the state, responsibility towards society and responsibility towards other individuals as well."
