John Dewey Accomplishments

John Dewey is considered to have been a pedagogical progressivist, meaning he focused on education reform by first reforming the way that the teaching was actually done. In the past education focused on teaching children facts, mostly by learning with repetition. This was a problem because it taught children information but not how to use that mindfulness with critical thinking in real-world situations. These problems led John Dewey to write a series of articles that described his views on teaching and how it should be improved upon, this is called “My Pedagogic Creed”. Dewey wanted to equally incorporate a psychological, the abilities and interest of the student, and sociological, the needs and commitments of the society, aspect into teaching. He believed that children were born with blank slates and throughout their lives they would receive guidance “unconsciously” and be molded into adults (Dewey, 1). So the introduction of these aspects would help the molded children into better citizens and that would help drive the social economy into prosperity and overall a better democratic society.

Thomas Jefferson recognized the necessity for education as a form of national improvement. Like roads and canals, schools would unite and improve the nation, but this improvement is greater than roads. Jefferson writes in 1786,

methods, he inspired his students to be themselves and act like individuals. He teaches them to

Thomas Jefferson remains one of the first advocates for public education, which was later termed the Common School Movement. He recognized the inequality in education, for the wealthy stood the only ones capable of affording an education, thus the poor stayed poor and the rich stayed rich. Jefferson aspired to change the apparent injustices in the education system. He felt all children possessed the right to and education regardless of prosperity, heritage, and circumstances. Even though Jefferson remained not able to create the change he so desperately sought to make, he never stopped trying and since education stayed revolutionized, for his persistence in equality. James Conant, former president of Harvard University stated, “In short, as I view the American scene of the 1960’s, I am ready to declare without hesitation that Jefferson’s proposals have become incorporated in the pattern of our educational structure” (Mercer, 1993).

He then wrote a letter clearifying his thoughts and expressions. While this letter shines light onto Jefferson's justifications for a general educational plan, it is also risky. He asserted that kids instructed in America would not take in the same awful behaviors that they would be exposed to in England or mainland Europe. Indeed, the same vices were regular across the Atlantic in America as well. In his "Bill for the More General Diffusion of Knowledge" and his correspondence, Jefferson endeavored to persuade his colleagues of the merits of a domestic education when it was regular to send young fellows abroad keeping in mind the end goal to be prepared in the classics or a profession such as solution, (Webb,

Being regarded as father of progressive education, John Dewey’s most valuable contribution lied in the promotion of practical approach to education. His progressive education method underlined the importance of experience in learning, which was contradictory to the earlier days’ traditional authoritarian and rote learning educational approach. John Dewey believed in democracy in education, suggesting a learn process by participating and doing. His educational approach also put an emphasis on the development of relevant and practical life skills for students.

Firstly, Dewey's standpoint for education stands along the lines of a philosophical interpretation that left quite the impression on the people of the twentieth century. Although Dewey and Jefferson both play important roles in the education system, a variety of their ideas are in fact, dissimilar. With this in mind, Jefferson strongly believes that reading is one of the key components in every student's path to education while Dewey believes that this approach is too individualistic. Also, even though Dewey and Jefferson both agree that humans have natural instincts or impulses that aid in learning, they have different viewpoints as to what those

Whilst at Rochester, Rogers was influenced by the work of Jessie Taft and Elizabeth Davies both students of Otto Rank, he linked Rank’s work to the idea’s of William H. Kilpatrick, with whom he studied philosophy of Education at Teachers college and John Dewey who said :-

To know the past is to know the future. In his essay Knowing History and Knowing Who We Are, David McCullough argues about the importance of studying and teaching history. In his essay, he explains that there are three main points about history: character and its effect upon destiny, our failure of teaching the future generation, and the importance of learning and listening to history. David McCullough strongly advocates that audience should start to listen to and teach about the past in order to learn about the way a person’s character can affect their destiny.

people had a good education in what they wanted. As a child, he loved reading and

Education was one of impacts he made that have led to today’s culture. Thomas believed greatly in public education and pushed for it, he understood the importance of having a foundation of reading, writing, and arithmetic. “By proposing a bill in Virginia that would have established free schools every five to six square miles, Jefferson sought to teach “all children of the state reading, writing, and common arithmetic.”( The Daily Signal). Along with creating public education he also partially constructed the 1st amendment.

Jefferson as part of the Republican Party believed that education was important to everyone. When it came education he supported and believed in a nation-wide public school system. He pushed for that idea, but wasn’t successful. Contrary to his effort education remained exclusive for the people that could afford it. Soon after some progress was made when a small amount of institutions opened their doors to the poor, but wasn’t nearly enough. The amount of people that could afford education continued to be relatively exclusive for the wealthy and a large amount of the poor remained uneducated. To continue, education had essentially no blacks, woman, and Indians. People began to ask how an uneducated woman could enlighten the new generation of

Now, it is necessary to understand Dewey’s notions of education in the areas of growth, direction, and social function; a brief summary of each will be given.

When it comes to how students should learn, different people will have a different approach. Some might want to approach learning in a more hands-on way, while others may want to students to learn more independently. In addition, each student is an individual, and they each have their own ways of learning as well. One student may be more visual, while another student may approach learning in a more physical way. Each student and their unique abilities must be taken into account. While educators will have their own views on how the curriculum should be, there is bound to be some overlap as well. This is where the theories from educational theorists and authors John Dewey and Ralph Tyler become part of the conversation. John Dewey was known as one of the fathers of functional psychology, and was also an advocate for progressive education. Ralph Tyler, on the other hand was an educator who worked in assessment. Each of these men, contributed a large of themselves to the educational system, in their own ways that are noteworthy. While they may share some similarities in their approach to education, there are some notable differences as well. This paper will be used to briefly explore the similarities and also the differences that are found in the ideas from these two educational figures.

The chance to draw parallels, between philosophers such as John Locke with educational writers such as Howard Gardner, is important in our ever-evolving educational landscape. This program allows educators the opportunity to consider multiple perspectives in education. Exposing teachers to a variety of high quality writings creates dynamic and dimensional professionals. This type of study reduces the likelihood that a static style of teaching will be perpetuated. It provides an alterative to