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Dewey's Philosophy of Education Explained

The document discusses John Dewey's philosophy of education as presented in his 1938 work Experience and Education. It analyzes Dewey's views on traditional versus progressive education and his assertion that education should have both social and individual purposes by providing quality experiences that allow students to contribute to society. Dewey believed both continuity between past and present experiences and interaction between the individual and environment were important for educational experiences to be truly educative.

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77 views2 pages

Dewey's Philosophy of Education Explained

The document discusses John Dewey's philosophy of education as presented in his 1938 work Experience and Education. It analyzes Dewey's views on traditional versus progressive education and his assertion that education should have both social and individual purposes by providing quality experiences that allow students to contribute to society. Dewey believed both continuity between past and present experiences and interaction between the individual and environment were important for educational experiences to be truly educative.

Uploaded by

Sarimu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

 

Philosophy of education asserted by Dewey in Experience and Education (1938), is an extensive analysis of

traditional and progressive education. He sides with neither of them and goes on to explain how humans have

the experiences they do and how this comprehension is highly essential in constructing an effective

environment of education. According to him, education should have a societal and individual purpose. He

asserts that long term and short-term quality of educational experience matters as he considers them to be

valuable for the students that enables them to contribute to society at large. 

Dewey (1938) states that traditional education aims at the curriculum and cultural heritage when it comes to the

content of what is being taught. It consists of firm regimentation however the interest and capacities of the

learners are ignored in this kind of educational system. It enhances docility, receptivity, and obedience amongst

the students (pp. 9~10). On the other hand, Dewey explains that progressive education focuses on the personal

interests and capacities of the students and goes on without the constraint form the instructor. Individualism and

spontaneity develop among the learners enabling their growth and expression, learning from experience where

the students acquire skills that are vital for the students. (pp. 9~10 and 19~20). He asserts that educators should

comprehend the nature of human experience as he wrote that education must be based upon experience (Dewey,

1964, p. 351). According to his theory experience only comes into education when continuity and interactions

are added to the education as he thinks that these two principles are not separate, they somehow intercept and

unite (Dewey, 1938). Dewey states that continuity comes from all the experiences of the past and present that

are carried forward and they influence the experiences of the future and the decisions one makes. Continuity

according to him fosters growth, creates curiosity, and places the individual at a new stronger place in the

future. Interaction, on the other hand, is the objective and internal conditions of that experience one have

(Dewey, 1938, p.42).  It describes the aspects of the experiences as they relate to society and the environment.

When these two principles work together, the situation that forms is complete and the experience changes the

individual and the context it is used in. 


The conditions that discourage the immediate experience are classified as mis-educative.  For example,

repetitive experiences place the student in a rut, and this experience leads to carelessness resulting in

disconnection making no sense of the future experiences. Contrary to this is an educative experience where

growth and desire of the student towards the future experience are promoted. This shows the importance of

continuity in evaluating whether an experience is educative or not. Dewey says that the desire to go on learning

and its cultivation is one of the vital benchmarks of educative experience (1938, p.20). 

In my milieu, I think that continuity plays a very important role when we are implementing the curriculum. The

past shapes the present and has a humongous effect on the future experience and the decisions one makes to

bring those experiences. The focus in my milieu is definitely put on the values and morals of the past and I have

experienced it in my teaching experience that it really affects how one decides what to do to have better

experiences in the future. One such universal example is history. The people learned from the past and never

repeated the things they thought were not fruitful. In the same way, in education systems when one continues

and interacts with the past and present experiences, reflecting upon them makes it easier to experience the

experiences in the future. 

References: 

Dewey, J. (1938). Experience and Education. Toronto: Collier-MacMillan Canada Ltd.

Dewey, J. (1964). The child and the curriculum. In R. D. Archambault (Ed.), John Dewey on education:

Selected writings. Chicago: University of Chicago Press.

Common questions

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Dewey asserts that cultivating the desire to continue learning is crucial for securing educative experiences over mis-educative ones . This desire fosters ongoing curiosity and engagement, ensuring that students not only retain knowledge but continue to seek new learning opportunities that build upon past experiences, thereby supporting continuous personal and intellectual growth .

Continuity, according to Dewey, involves the influence of past and present experiences on future experiences and decisions . It fosters growth and curiosity, positioning individuals more powerfully for their future . An educative experience is one that promotes continuous learning and the desire to learn, whereas mis-educative experiences, such as repetitive ones that lead to disengagement, hinder future growth . Thus, continuity is crucial in assessing whether an experience truly contributes to ongoing education and personal development .

Continuity and interaction are interdependent principles where continuity involves the linkage of past and present experiences affecting future actions and decisions . Interaction involves the objective and internal conditions of an experience related to societal and environmental factors . Together, these principles create a complete educational experience that modifies the individual and the context in which it is situated, making an experience genuinely educative rather than mis-educative .

Traditional education focuses on curriculum and cultural heritage with an emphasis on regimentation, which often neglects the interests and capacities of learners, fostering docility and obedience . Progressive education, however, emphasizes the personal interests and capacities of students, fostering individualism and spontaneity, leading to personal growth and expression through experiential learning . This approach nurtures vital skills in students by allowing freedom from strict instructor constraints .

Dewey's philosophy suggests that integrating student interests into the curriculum would help bridge the gap created by traditional education's rigidity . By focusing on personal interests and capacities, education becomes more relevant and engaging, fostering an environment where spontaneity and individual growth are prioritized . Teachers can utilize experiential learning techniques to make education more dynamic and responsive to students' needs and curiosities .

Mis-educative experiences are those that discourage valuable future learning and engagement. Repetitive experiences, for instance, can lead to carelessness and a sense of disconnection from future experiences . These experiences stagnate growth and curiosity, potentially leading to a lack of preparedness for future educational and personal challenges .

Dewey's concept of continuity challenges current educational practices by emphasizing the importance of linking past, present, and future experiences in the learning process . This approach criticizes static, compartmentalized curriculums that do not consider the holistic development of students over time. Instead, it advocates for an integrated curriculum that continuously adapts to the evolving needs and contexts of learners, supporting lifelong learning and adaptability .

Dewey emphasizes that education should serve both societal and individual purposes, ensuring not only personal growth and fulfillment but also enabling contributions to society at large . The individual purpose cultivates personal interests and capacities, while the societal purpose ensures that education prepares individuals to actively and productively engage with their community and broader society .

In practical teaching settings, Dewey's idea of leveraging past experiences to inform current and future educational decisions emphasizes curriculum continuity and reflection . Teachers integrate historical context and lessons into contemporary education to avoid past mistakes and to inform future educational practices. This reflective practice adapts and evolves educational content to remain relevant and effective for future challenges .

Dewey's concept of interaction involves understanding the objective and internal conditions of experiences in relation to society and the environment . This dynamic creates an educative environment by connecting personal experiences with broader societal contexts, allowing for meaningful learning that is socially relevant and personally enriching .

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