John Dewey and Education

Paper Summary:

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."

Sample of Sources Used:

• Biesta, G. (2007) Education and the Democratic Person: Towards a Political Conception of Democratic Education. Teachers College Record Volume 109, Number 3, March 2007, pp. 740-769
• Boyles Deron R. (2006) DEWEY'S EPISTEMOLOGY: AN ARGUMENT FOR WARRANTED ASSERTIONS, KNOWING, AND MEANINGFUL CLASSROOM PRACTICEEDUCATIONAL THEORY Volume 56 Number 1
• Berube, M. R. (1994). American School Reform: Progressive, Equity, and Excellence Movements, 1883-1993. Westport, CT: Praeger.
• Eakin, S. (2000, Winter). Giants of American Education: John Dewey, the Education Philosopher. Technos: Quarterly for Education and Technology, 9, 4.
• Keen, C., & Howard, A. (2002). Experiential Learning in Antioch College's Work-Based Learning Program as a Vehicle for Social and Emotional Development for Gifted College Students. Journal of Secondary Gifted Education, 13(3), 130+.

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