Discuss the education Implications of John Dewey’s Philosophy.| Philosophy of Education | aiou solved assignment | Course Code 8609

Q 2:  Discuss the educational implications of John Dewey’s Philosophy.

Course: Philosophy of Education

Course Code 8609

Topics 

Discuss the educational Implications of John Dewey’s philosophy.

• Implication of John Dewey's philosophy 
• John Dewey and Education 
• How John Dewey Performed Education 

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bachelors in Education /Masters in Education / PhD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8609| Course: Philosophy of Education

Answer:

John Dewey is one of the most influential thinkers in the history of modern educational theory. In this video, we will briefly explore his philosophical position and how his ideas have impacted education for decades.

John Dewey and Education

 

John Dewey is nothing less than a rock star of modern education. His ideas and approaches to schooling were revolutionary ideas during his lifetime and remain fundamentally important to modern schooling today. In this video, we will take a brief look at the background of John Dewey as well as a more in-depth look at his educational philosophies and ideals. When we're done, you should be able to describe Dewey, but more importantly, you should be able to identify his philosophy in action.

Biography

 

John Dewey was born in Burlington, Vermont, on October 20, 1859. He was a bright kid, attending college at the University of Vermont at only 15 years old! At the University of Vermont, Dewey focused on the study of philosophy. Dewey graduated with his bachelor's degree in 1879. He then began his teaching career. He taught two years of high school in Oil City, PA, and one year of elementary school in Charlotte, Vermont.

 

In 1884, Dewey received his Ph.D. from Johns Hopkins University and immediately began his university teaching career at the University of Michigan. Dewey spent most of his early career there, except for a one-year stint at the University of Minnesota. In 1894, Dewey left for the University of Chicago, where he would become the head of the philosophy department.

 

At the University of Chicago, Dewey would work to develop many of his viewpoints that have lasted far beyond his time. In 1904, Dewey became a professor at Columbia University, where he would retire in 1930.

 

The Views of John Dewey

 

John Dewey is probably most famous for his role in what is called progressive education. Progressive education is essentially a view of education that emphasizes the need to learn by doing. Dewey believed that human beings learn through a 'hands-on' approach. This places Dewey in the educational philosophy of pragmatism.

 

Pragmatists believe that reality must be experienced. From Dewey's educational point of view, this means that students must interact with their environment to adapt and learn. Dewey felt the same idea was true for teachers and that teachers and students must learn together. His view of the classroom was deeply rooted in democratic ideals, which promoted equal voice among all participants in the learning experience.

 

How John Dewey Reformed Education

 

Dewey's pragmatic and democratic approach to schooling may not stand out as radical today, but in the early and mid-1900s, his view of education was in contradiction to much of the then-present system of schooling. Dewey's approach was truly child-centered. A child-centered approach to education places the emphasis on learning on the needs and interests of the child. In Dewey's view, children should be allowed to explore their environments.

 

He believed in an interdisciplinary curriculum, or a curriculum that focuses on connecting multiple subjects, where students are allowed to freely move in and out of classrooms as they pursue their interests and construct their own paths for acquiring and applying knowledge. The role of the teacher in this setting would be to serve more as a facilitator than an instructor.

 

In Dewey's view, the teacher should observe the interests of the students, observe the directions they naturally take, and then serve as someone who helps develop problem-solving skills.

John Dewey’s Pragmatism (Instrumentalism) & Education

 

In his earliest philosophical phase, John Dewey, who has been described as the greatest in American philosophy, was a Hegelian idealist. While at Johns Hopkins University, he had fallen under the influence of George  Sylvester Morris. During the first ten years of his college teaching (1884-1894), Dewey moved from the idealist’s camp to the beginnings of a pragmatic philosophy which he was to characterize with the name of instrumentalism.

 

During the twenty years immediately before the First World War, Dewey worked at refining his philosophy into play in the arena of human discourse. Philosophy was, as far as he was concerned, a part of culture, and the way we philosophized, as well as the things about which we philosophized, was determined in large part by this culture. While Dewey was certainly not the first educational philosopher, he saw the relationship between philosophy and education in a new and wholly different manner from his predecessors.

In Democracy and Education, first published in1916, he tried to clarify the relationship. John Dewey’s philosophy and its educational implications are inextricably interwoven. As Dewey pointed out, he regarded philosophy as a general theory of education and for this reason placed a great deal of emphasis on epistemological and axiological considerations.

His philosophy emphasizes the social function of intelligence that ideas are instruments of living rather than ends in themselves. Education is seen as basically a social reality. Throughout the history of this philosophy, Dewey conducted experiments that fostered his thoughts and ideas. Each experiment reflected individual growth. Several philosophers were advocates of pragmatism.

 

Francis Bacon had a significant influence on pragmatism. He suggested an inductive approach, which became the basis for the scientific method. John Locke was a philosopher who believed that the mind at birth is blank. He disagreed with Plato in that a person learns from experiences. Another philosopher was Jean Jacques Rousseau. He was interested in the relationship between politics and education. He believed that people are affected by the outside world, but are basically good at heart. Auguste Comte, who was not a pragmatist, influenced pragmatism to use science when problem-solving. process rooted in problem-solving and the exploration of the meaning of experience. The focus of research is to make an impact on the child’s life concerning their individuality.

 

Charles Sanders Peirce was an American pragmatist who never received the recognition he deserved. He believed that ideas were nothing until they had been tested in actual experiences. Another important philosopher was William James, who made pragmatism a wider public view. He believed that an idea must be tried before it can be considered good.

 

The final philosopher, which is considered to be the greatest asset of pragmatism, was John Dewey. According to Dewey, no changeable absolutes or universals exist. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.

 

In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one's full potential and the ability to use those skills for the greater good. He notes 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".

 

In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. He notes that "education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity based on this social consciousness is the only sure method of social reconstruction".

 

 In addition to his ideas regarding what education is and what effect it should have on society, Dewey also had specific notions regarding how education should take place within the classroom. Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened".

 

 He argues that for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge. Dewey not only re-imagined the way that the learning process should take place but also the role that the teacher should play within that process.

 

According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher's role should be that of facilitator and guide. The teacher is not in the school to impose certain ideas or to form certain habits in the child but is there as a member of the community to select the influences that shall affect the child and to assist him in properly responding to these influences. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area.  

 

This philosophy has become an increasingly popular idea within present-day teacher preparatory programs. Many schools have used certain parts of the philosophy, but not many use it consciously. Most people were interested in using the practical parts rather than focusing on the philosophy. Pragmatism as an educational belief does not have everyone agreeing. Some believe that it is too vague and others believe it is too watered down.  After analyzing pragmatism, we feel that this philosophy best describes our teaching style.

 

This philosophy was easier to understand and make connections. Pragmatism reminds teachers to individualize their instruction to meet the needs of each learner. One must remember to keep old traditions but incorporate new ideas.

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