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The Purpose of Education - John - Dewey
The Purpose of Education - John - Dewey
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Dewey felt that the education system at the time did not help the children realize
their full potential. Dewey (1897; as cited in Talebi, 2005) states that “…to prepare
him for the future life means to give him command of himself; it means so to train
him that he will have the full and ready use of all his capacities”. Dewey regards
school as a place where children need to learn about life as a whole and not just a
place where they are taught content subjects. (Talebi, 2005) Notably, Dewey did not
throw out any previous or current theories on learning but rather pointed out that
they were incomplete and did not cater to the child from a holistic perspective, he
believed:
Dewey’s ideas of education were deeply rooted in his moral belief system and
democracy. I see a correlation between Dewey’s desire for democratic education and
Mann’s desire to change society through education. “Mann claimed that education
was a better means than law to change society” (Jeynes, 2012).
He theorized that the growth of the children in developing critical thinking skills
allowed them to grow into adults that could make decisions based on the
information that they provided. When thinking about democratic education, “His
preoccupation with this issue is a constant theme in his works, which are infused with
ideas about the role that education and, most specifically, our school system have in
the transformation of society.” (Pérez-Ibáñez, 2018)
This argument is still relevant today and not enough has been done to include the
freedom of thought in the global education system. In many countries, the idea of
creating free thinkers would not suit political agendas. Dewey’s writings on
democracy and education may even be a cause for concern and a reason for
politicians to hold such control over the education system in countries where
authoritarian rule is still in place. Despite the guise of democracy and the lip service
to the voting system, countries, like Zimbabwe, still have control of their citizens. The
introduction of such a philosophy to their education system would not be tolerated.
Berding (1997; as cited by Sikanda, 2015) comments about Dewey, saying:
Dewey believed that if the child was to enjoy the experience or have a positive
reaction to that experience, then it would encourage the child to want to know more.
Along the lines of the principle of experience is the theory of interaction and
continuity. “Seemingly the most significant principle Dewey employed was what
became known later as interaction or transaction” (Morgan, J., & Shermis, S. 1970)
The principle of experience as a tool in education could provide a child with the
intrinsic desire to learn more. Positive experiences would encourage the child’s’
innate desire for knowledge. “These experiences are given value and direction by the
teachers; therefore, there should be order and direction of a child’s experiences,
which will give him a composed and integrated personality” (Sikander, 2015) It would
be essential that a teacher can harness the individual child’s willingness to explore a
topic further. Understandably, a teacher cannot possibly know or understand the
experience that a child has had outside of their care and therefore communication
regarding a subject matter between the child and the teacher is important.
Dewey believed that progressive educators could craft learning experiences that
invited equally absorbing forms of exploration and promised equally exciting
experiences of mastery by harnessing the natural drives of children in the service of
socializing them to valued cultural activities and norms. (Meyer, 2015)
Experience-based learning has been implemented in many schools around the world.
We can see this through the field trips organized by schools, school gardens,
museums (Winstanley, 2018), and science studios. Dewey has influenced teachers to
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believe in the benefits of experience-based learning, but policies still demand a high
turnout of graded papers, and therefore not enough time is given to this valuable
method of teaching.
Curriculum, Dewey demanded was not imposed upon the students, rather it could
allow individual differences among the students and value their experiences. Dewey’s
curriculum theory is based on anthropological, psychological, and social-
philosophical (political) perspectives that hold a child to be like an organism and this
organism is searching for stimuli to grow. (Berding, 1992).
require some form of standardized testing and learning. I do not feel that they would
align with John Dewey’s principle of Curriculum although they do believe in child-
centered learning.
It must be noted that whilst theoretically sound and psychologically relevant, John
Dewey’s philosophy of education would require a substantial budget, awareness, and
buy-in from teachers and policy changes from a political perspective. These
challenges along with the fact that his philosophies and theories do not come
equipped with a road map for how to deliver content means that there is still work to
be done towards implementing some of Dewey’s principles.
References
Bassey,M. (2010) Educating for the real world: an illustration of John Dewey’s principles of
1 continuity and interaction, Educational Studies, 36(1), 13-20, DOI:
10.1080/03055690903148480
3 Jeynes, W. (2012). The widespread growth of the common school and higher education.
Morgan, J., & Shermis, S. (1970). Origin, theory and practice: Dewey’s early philosophy.
7 Midcontinent American Studies Journal, 11(1), 65-79. Retrieved September 8, 2020, from
http://www.jstor.org/stable/40640933
Piedra, A. (2018, February, 1) The Tragedy of American Education: The Role of John
9 Dewey. The Institute of World Politics. IWP. https://www.iwp.edu/articles/2018/02/01/the-
tragedy-of-american-education-the-role-of-john
Sikandar,A. (2015). John Dewey and His Philosophy of Education. Journal of Education
10
and Educational Development. 2 (2). 191-201 https://doi.org/10.22555/joeed.v2i2.446
Sullivan, P. (1966). John Dewey’s Philosophy of Education. The High School J ournal,
11
49(8), 391-397. Retrieved September 8, 2020, from http://www.jstor.org/stable/40366240
Talebi, Kandan. (2015, September) John Dewey- Philosopher and educational reformer.
12 European Journal of Educational Studies, 1(1) , 4. [pdf] Retrieved February 28, 2018 from
https://files.eric.ed.gov/fulltext/ED564712.pdf
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