Although Dewey was a philosopher, he had a strong heart for emphasizing the importance of education. One of his most influential theories was instrumentalism. Instrumentalism was the belief that humans use their capacity to store information, but that the information is constantly changing due to the environment around them…
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Adhering to the belief that education should be practical and relevant to the needs of society, Dewey argued for the reformation of the educational system. In Experience and Education, Dewey (1925) stated that in many cases, schooling stands in the way of learning. In order to make intellectual progress, he noted, "we mostly have to unlearn what we learned in school" (p. 7). As revolutionary as they were several decades ago, Dewey's philosophical theories in the field of education have stood the test of time and have tremendous relevance to education in the 21st century.
Dewey's theory of experiential learning focused on learning within a social environment (Semel & Sadovnik, 1999). He asserted that knowledge was based on prior experiences and constructed in social settings. He argued that knowledge needs to be organized in real-life experiences that provide a context for the information being presented. The role of teachers is to help students organize content and facilitate real-life experiences to reinforce the information included in the lessons. Dewey suggested that experiences in education should reflect the capabilities and readiness of the learner, and the quality of the experience is a critical component of his theory on experience and education. If the experience is appropriate, learners can develop the knowledge needed to apply their experiences to other situations. As a result, they have created new knowledge, have advanced to a different level of readiness, and are prepared to acquire and construct additional knowledge.
Dewey was frustrated when philosophers did not view education with sufficient seriousness. He maintained that learning by participation in the ways of their communities, allowed children to achieve and grow cognitively and become productive adults. Rather than teaching isolated bits of information in a given lesson, Dewey perceived education as an interactive process with schools providing opportunities for students to engage in activities that require the exercise of a complete set of reflective thoughts and experiences (Tanner, 1997). This is quite a contrast from the traditional model of the classroom where the teacher transmits the knowledge to the students and the students are passive recipients of knowledge.
At the present moment, as schools face challenges in providing students with adequate education to become productive citizens in a global economy, stakeholders in education are searching for ways to provide effective educational experiences for the students (Davis, 2005). Everyone is looking for results. With the government requiring greater accountability and academic outcomes from students through the enactment of the No Child Left Behind Act of 2001 educators must assume accountability for the intellectual development of their students. This has once again focused the teaching profession on creating classroom experiences for students that produce more lasting learning. As a result, many educators are beginning to revisit Dewey's educational philosophies and theories (Semel & Sandovik, 1999). They recognize that education that builds on the prior experiences of children contributes to development of new knowledge. This use of experiential education also can help children become active learners who take more responsibility for their academic outcomes. Thus, Dewey believed that building on prior experience as an instructional strategy should be primary in all educational
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John Dewey was known in the history of American literature as the premier reformer of the education system of the country. In his lifetime he had written different works on pedagogy along with works on psychology, sociology, with certain works in the subject of Philosophy.
However, this also opens to scrutiny the ability of the modern student to think critically and assess the merits of facts presented to him/her. We have to remember that the Internet and social media are much younger than its predecessor technologies, the newspapers and television, and as such, affects a smaller yet newer population of students who are coming of age in a new school of thought when it comes to critical thinking.
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There is a big fire and in between there is a walkway that is raised. Puppets of plants, animals and other things are moved on the walkway and they form shadows o the wall the prisoner watches the puppets moves. The prisoners tend to think that the puppets shadow speaks when the person moving the puppets talks and echo's it on the wall moving shadows.
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It is therefore wise to ask if political freedom can be maintained without freedom of culture. The answer is inevitably no, and thus if political freedom is to be attained one should ask; what kind of culture can
Dewey tenders before the educator an important issue related to the students. Treat each one of them as special, as they have unique differences. An individual is genetically different and the cumulative effect of
In which case, the traditional curriculum tends to tame the students to the customary ways of the society to ensure conformity. Keating takes a different course from the customary instructions and purpose to make the students use the curriculum as a
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