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Essay / Research Paper Abstract
A 8 page paper that discusses the significance of John Dewey's work and the enduring influence of his philosophies. The essay is based primarily on Dewey's Experience and Education. The writer explains and discusses progressive education, the educative experience as compared to the mis-educative experience, the concept of continuity and the need for group interaction. The writer also comments on the common school and how Dewey's work supported this earlier movement. Bibliography lists 7 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGdwy3.rtf
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preschool to college. From his work, education became a tool for learning, thinking and living within the social environment. Deweys pragmatic and progressive views were seen as practical, social, flexible,
human, and functional as opposed to being predominantly intellectual (Kandel and Hall, 1996). His ideas and theories can be seen in many of todays approaches to education and teaching. Good
examples of some of his interactive, democratic philosophies can be found in cooperative learning and Tribes. Deweys ideas were criticized at the time of their writing but many of his
ideas were misinterpreted. His promotion of progressive education led to a conflict between supporters of traditional education and supporters of progressive education. Dewey wrote Experience and Education to address the
issues and to clarify his own philosophy. In the preface of the book, Dewey says that strict adherence to either traditionalism or progressivism is not productive. Nonetheless, Dewey says that
traditional education imposes artificial and external boundaries on learning while progressive education fosters the natural growth of the learner (1938). Dewey emphasized that all assumptions and hypotheses must be
proven through experimentation before they can be accepted as principles (Dewey, 1938). Pragmatism means verification (Dewey, 1938). Without valid experimentation, nothing can be verified (Dewey, 1938). Pragmatism, then, is the
application of scientific methods to areas commonly referred to as ideals and values (Dewey, 1938). Deweys pragmatic approach was intended to replace all passive means of learning such as lectures
with activity-based instruction (Kandel and Hall, 1996; Ryan, 1996). Deweys theories have been given the title of "progressive education" (Kandel and Hall, 1996). This did not refer to a progressive
social theory but rather a theory of education where each amount of learning was based on learning that went before it (Kandel and Hall, 1996). The term progressive actually describes
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