John Dewey And Traditional Education

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.

In spite of Dewey's revolutionary philosophy on education, Hirsch stands completely opposite. Dewey's philosophy stresses the crucial role of experience in a student's education and development. His system would prepare the student for life in the "real world" -- for everyday interactions with peer and co-workers. Hirsch criticizes methods advocated by Dewey and Rousseau by saying that a child needs to "learn the traditions of the particular human society and culture it is born into....

After reviewing the brief history of the past 150 years of western history, I have found several reasons in regards to the being of today's culture. For instance, the public school system, because of individuals such as Charles Darwin and John Dewey, rejects the teachings of Jesus Christ. Specifically, because the public school system upholds the Charles Darwin's evolutionary, naturalistic, teachings, the school system consequently goes contrary to the biblical teachings that are concerning Intelligent Design, and because the public school system upholds John Dewey's rationalistic, empirical, teaching, the public school system does not teach any teachings concerning God.

Similarities between the two thinkers are both Dewey and Freire stressed the need of combining theory and practice in education. For Dewey , knowing and doing are inseparable. Dewey wanted to prove that educational method really consists in the methods of thinking made conscious and realized in action. On the other hand education for Freire bases itself on creativity which stimulates true reflection that leads to action. Dewey as well as Freire were both against the traditional method of teaching. Both preferred problem posing education over banking method , where the child learns from experience. Both gave importance

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.

John Dewey’s Progressive Learning Theory is defined as any various reformist educational philosophies and methodologies since the late 1800s, applied especially to elementary schools, that reject the rote recitation and strict discipline of traditional, single classroom teaching, favoring instead more stimulation of the individual pupil as well as group discussion, more informality in the classroom, a broader curriculum, and use of laboratories, gymnasiums, etc. in the school. It is essentially an umbrella theory for many theories that have contributed to what is known as, Progressive Education.

When you picture a classroom, what do you think of? You more than likely picture a chalkboard, desks for all the students and teacher. A new way of teaching has developed that removes students from the stereotypical environment and places they in a new and engaging environment. This is experiential education.

John Dewey’s beliefs are often questioned because how can one brilliant man cause so much damage for education in America? Based on his philosophies, we should question whether his intentions were to help the

As an experiential cognitivist I delineate the process of learning through experience, and learning through

This concept is Loewy’s “‘interdisciplinary curriculum for the digital age,’” and from this, education should change for the better. By highlighting important aspects of the program, Wong shows opposers and concerned parents the solutions to their worries. Danger on the internet will always be present, and it’s all a matter of understanding of how to interact with the internet. If students don’t know how to properly interact on the internet, of course, parents are going to have their concerns. This leads to the “fearmongering and massive information campaigns” over avoiding such issues, which wouldn’t be an issue if covered in school more in-depth. In addition, according to Wong, Loewy’s concept is not the first either, “University of Pennsylvania English Professor Kenneth Goldsmith launched a course [in 2015] called ‘Wasting Time on the Internet,’” where it teaches students how to use technology appropriately, and use it to their advantage of gaining knowledge, rather than wilting it away with societal norms. Therefore, digital citizenship becomes vital if technology is to be a part of education, which Wong thrives in informing her

Dewey background of philosopher, psychologist and educator brings a lot to light when speaking about education today. His believes in his epistemology theory, that children and educators need to focus on the approach of learning by doing: theory of knowledge = theory of inquiry and or theory of experimental logic.

Give the pupils something to do, not something to learn; and the doing is such a nature as to demand thinking or the intentional noting of connections; learning results naturally. (Dewey, 1916, p. 160)

Q.3. Analyze Dewey’s Pedagogic Creed. Make two columns. In the first columns, summarize Dewey’s belief. In the second column, write your thoughts.

. According to John Dewey education plays a large role in the development of an individual and it is an element that separates humans from other animals. It is important to try to comprehend what Dewey means by this and in order to do so the following must be done. First, one must understand the role education plays in an individual and Dewey’s notions of education in the areas of growth, direction and social function. Second, after comprehending Dewey’s notions of education in the areas of growth, direction, and social function, one must be able to grasp the distinction between education as a social function and the simple notion of training and what sets these two apart. Third, after being able to comprehend the notions of education and the distinction between education as a social function and training, the idea of why education is distinctive of human life will be further developed.

John Dewey, another educational philosopher believed “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” (Inc.) He felt that learning took place only when students had internalized what they had gained through experience and practiced it in their own lives. In a progressive classroom, the teacher designs experiences for students with the idea that through experience, students build knowledge and skills. A society of individuals conforming to studying flashcards may be good, but a society of literate individuals consciously aware of why and how the facts on the flashcards and in mass media can solve new problems is better.