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John Dewey 1859-1952 By: Aral Belir

John Dewey 1859-1952 By: Aral Belir. "If I were asked to name the most needed of all reforms in the spirit of education I should say: 'Cease conceiving of education as mere preparation for later life, and make of it the full meaning of the present life.'" – John Dewey

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John Dewey 1859-1952 By: Aral Belir

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  1. John Dewey 1859-1952 By: Aral Belir "If I were asked to name the most needed of all reforms in the spirit of education I should say: 'Cease conceiving of education as mere preparation for later life, and make of it the full meaning of the present life.'" – John Dewey Unique Mindset – Learning from Great Minds: http://uniquemindset.org/2012/03/john-dewey-story/

  2. Brief Biography of John Dewey • American Philosopher, Psychologist and Educational reformer • He supported the theory of Pragmatism, where one uses their thoughts as means of prediction and problem solving. The use of knowledge, concepts and beliefs should be practical, rather than representative in nature. • He is one of the main founders of Functional Psychology, as he believes that mental life and behavior is linked to active adaptation to the person’s environment. • He was born on October 20th, 1859 in Burlington, Vermont • From 1884—1930, he taught at universities • In 1894, he started an experimental elementary school • In 1919 he cofounded The New School for Social Research • He published numerous amounts of valuable research • He died June 1, 1952, in New York City Bio. True Story: http://www.biography.com/people/john-dewey-9273497

  3. John Dewey and Democracy • Dewey believed in education for citizenship and democracy, so people could critically reflect on political and social issues, to become civic contributing citizens for the betterment of society. (A. Ornstien, E. Pajak & S. Ornstien, pg. 360) • John Dewey believes “that democracy is not the average people electing leaders. It is average people with education to think intellectually on crucial issues and problems and to elect the best leaders who could deal with issues and problems.” (A. Ornstien, E. Pajak & S. Ornstien, pg. 361) • For example, when teaching historical events, the goal of curriculum would be to have students critically think, discuss problems, and examine issues/ events, rather than the teacher just transferring knowledge to ‘Passive’ students. (A. Ornstien, E. Pajak & S. Ornstien, pg. 361)

  4. John Dewey’s Educational Philosophy • Educational processes in schools are developed from a philosophy • Teachers and administration in schools are guided by an educational philosophy, which gives meaning to the decisions and actions that they take. • “Dewey was so convinced of the importance of philosophy that he viewed it as the all-encompassing aspect of the educational process – as necessary for forming fundamental dispositions, intellectual and emotional, toward nature and fellow man.” (J. Dewey – 1916, pg. 383-384) • Overall, the school’s philosophy should reflect teaching, learning and curriculum, as they are closely linked together. (A. Ornstien, E. Pajak & S. Ornstien, pg. 8)

  5. John Dewey‘s “Theory of Experience” • John Dewey advocated ‘Experiential Learning’ • According to Dewey (1938), a person needs to interact with the environment, which includes objects and other people • As a result, in an educational environment, the experience is between the educator’s actions, the material and the student. • Overall, it is based on the personal needs, attitudes, desires, capacities and the purpose of the learner. (Dewey, J. (1938) Experience and Education, pg. 43-44)

  6. John Dewey’s contributions to Progressive Education • John Dewey advocated his philosophy of Progressivism in many publications, which include Democracy and Education, Experience and Education, How we think and My Pedagogic Creed. • Dewey believed that the curriculum should focus on the needs and interests of students, as they have unique emotions and minds. • Dewey believed that “The child is the starting point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard. To the growth of the child all studies are subservient; they are instruments valued as they serve the needs of growth. Personality, character, is more than subject matter. Not knowledge or information, but self realization, is the goal….learning is active. It involves reaching out of the mind. It involves organic assimilation starting from within….It is he and not the subject matter which determines both quality and quantity of learning. (Peter F. Olivia & William R. Gordan, pg. 132-133) • Overall, his educational philosophy of progressivism saw “Education as life” and “learning by doing”

  7. What Dewey believed

  8. Progressive Education at Ontario Summer Camps, 1920-1955Historical Studies In Education: http://ccamping.org/wp-content/uploads/2013/07/Wall-Making-Modern-Childhood-the-Natural-Way.pdf

  9. John Dewy inspired Progressive Education at Ontario Summer Camps 1920-1955 Historical Studies In Education: http://ccamping.org/wp-content/uploads/2013/07/Wall-Making-Modern-Childhood-the-Natural-Way.pdf

  10. Progressive Education at Ontario Summer Camps, 1920-1955 • There was the notion that children needed to be exposed to nature through modern summer camps that applied progressive education (Wall, pg.75) • “An examination of their diverse settings reveals that, at all manner of camps, reliance on emerging psychological and educational expertise shaped thinking about the benefits of camp, about the nature of ‘the child,’ and about ‘childhood’ as a category of experience.” (Wall, pg.75) • “As much as camp administrators felt like they were embarking on a unique pedagogical journey, by the 1930s, ideals of progressive education were the much talked about fashion in educational circles throughout North America.” (Wall, pg.90)

  11. Children: Progressive Education at Ontario Summer Camps, 1920-1955 • Ontario Summer camps shaped the character of children, though the most recent trends of progressive education. (Wall, pg. 74) • Moreover, these camps were for every child, regardless of their socio-economic status. For instance, there were private camps for the elite; middle class camps established by the Ontario government (YMCA); and ‘fresh air’ camps for the poor working class, which were run by churches, charities and non-profit organizations. (Wall, pg.75) • By and large, the modern theory emphasizes that summer camps in natural settings, were superior to other children’s institutions. • For instance, some children would come from poor families, who did not send their kids to school, but rather exploited them through harsh child labour. On the other hand, some children came from wealthy families, who were sometimes ‘spoiled;’ camp advisers would remind the families that a ‘parent’s fortune can lead to a child’s misfortune:’ (Wall, pg.80)

  12. Important Questions to consider: • How did John Dewey's pedagogical reforms, known as ‘Progressive Education' and his vision for real democracy, help camp administrators better focus their summer programs towards 'child-centered' education? • How did the main contributions of John Dewey, through the pedagogical movement shape modern education through the philosophy of ‘Progressive Education’?

  13. John Dewey’s Contributions to Progressive Education in Ontario Summer Camps (1920-1955) • The main focus of these summer camps resonates from John Dewey, who raises many important questions about professional people’s beliefs about how to improve civil society, especially with all the troubles it faced during WWI, WWII and the Cold War. (Wall, pg.91) • “In particular the ideas of John Dewey, American philosopher and educator, were taken up by numerous others and formed the basis for what became known as ‘progressive’ education.” (Wall, pg.90) • Among the key aspects of Dewey’s approach was the call to respect each child as an individual, with varying and specific needs. Indeed, Dewey castigated traditional education for its lack of innovation, its reliance on rote-learning, its narrow definition of the curriculum, and its coercive disciplinary practices. By contrast, his new approach promised ‘education for the whole child,’ that would unfold in an organic and child-centered way. (Wall, pg.91)

  14. More Information on John Dewey’s Contributions to Progressive Education in Ontario Summer Camps (1920-1955) • These camps promoted John Dewey’s Educational Philosophy, that exposure to nature was necessary, to positively shape the character of children through ‘informal’ and ‘individualized’ programs, in order to create contributing citizens towards democracy: “Camp administrators from the late 1920s through to the early postwar period promoted the summer camp as both a much-needed escape from modern, urban living and the pathway to a world of natural, pre-modern simplicity.” (Wall, pg.74) • John Dewey promoted ‘Progressive Education,’ to teach students to become caring, collaborative, unique and responsible children, who were perceived as much needed, civic citizens of the future. • Overall, regardless of socio-economic background, the camps had the same aim towards implementing ‘Progressive Education’ by promoting hands-on learning, which shaped their character, creativity and overall virtues. As a result, these children would become young adults who would contribute to the future betterment of overall society.

  15. Limitations When implementing Progressive Education in Ontario Summer Camps • Unlike the elite private summer camps, the fresh air summer camps, such as the ones established by Taylor Statten, known as Camp Ahmek and Wapomeo in Bolton, Ontario, had difficulty implementing a child-centered individualistic approach to learning. Part of the reason was due to the over populated camp sites, shortage of psychologists and financial resources. • “As far as camps’ educational missions were concerned, they were possibly more successful than schools in delivering progressive education, although there were also limits to the progressive experiment.” (Wall, pg.75) • As a result, although the ideology of nature and the philosophy of progressive education was promoted to families, it only proved to be applicable to a certain extent, as it had its limitations: “Idealizations, such as these were meant to convince the public, but they shouldn’t fool the historian as to the camp’s very real implication in modernity.” (Wall, pg.74)

  16. Now, let’s watch 5 AMAZING real life footage clips about a child’s typical experience in Progressive Education Summer Camps….ENJOY! http://www.dvarchive.com/stock-footage/000-4255/achildsdayataprogressiveeducationmindedsummercampin http://www.dvarchive.com/stock-footage/000-4258/achildsdayataprogressiveeducationmindedsummercampin http://www.dvarchive.com/stock-footage/000-4261/achildsdayataprogressiveeducationmindedsummercampin http://www.dvarchive.com/stock-footage/000-4257/achildsdayataprogressiveeducationmindedsummercampin http://www.dvarchive.com/stock-footage/000-4260/achildsdayataprogressiveeducationmindedsummercampin

  17. Summary of John Dewey Contributions to Curriculum • Students need knowledge as a means of growth and development • Students need to complete activities that are interesting and hands-on • The teacher’s goal is to be a facilitator who helps student solve problems, whilst monitoring their progress and providing feedback • Curriculum focuses on ‘Humanistic’ education, relevant ‘Experience – Centered’ learning and a ‘Student-Centered’ approach • Student learning focuses on group activities, decision making and cooperative learning (A. Ornstien, E. Pajak & S. Ornstien, pg. 7)

  18. Additional Information on John Dewey’s Contributions to Curriculum • Students are able to set objectives for learning and establish classroom rules • Student learning is an active process, where students construct their knowledge • The individual student comes first, as they express themselves, their interests and needs • Students develop through experiences, creativity and self-actualization • The goal is to educate society to become democratic social decision makers (A. Ornstien, E. Pajak & S. Ornstien, pg. 7)

  19. References Books I signed out from OISE Library: Glatthorn, Allan A., 1924- Curriculum leadership: strategies for development and implementation (375.001 G549C 2009) Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from around the world (375.001 C97698) Newton, Earle E. Understanding change in education : rural and remote regions of Canada (370.193460971 U55) Oliva, Peter F. Developing the curriculum (375.001 O48D 2013) Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001 o74C 2004) Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011) Ross, George W. (George William), Sir, 1841-1914. The school system of Ontario (Canada), its history and distinctive features (371.01 R824S) Wall, Sharon Yvonne. “Making Modern Childhood, the Natural Way: Psychology, Mental Hygiene, and Progressive Education at Ontario Summer Camps, 1920-1955.” Historical Studies in Education, December 2008, pg.73-110.

  20. References Additional Resources: Dewey, J. (1916) Democracy and Education. New York: Macmillan, pp. 383-384. Dewey, J. (1938) Experience and Education. Toronto: Collier-Mac. Millan Canada Ltd. Online Sources Videos: DV Archive Royal Free Stock Footage: http://www.dvarchive.com/ Article: Bio. True Story: http://www.biography.com/people/john-dewey-9273497 Images: Historical Studies In Education: http://ccamping.org/wp-content/uploads/2013/07/Wall-Making-Modern-Childhood-the-Natural-Way.pdf Unique Mindset – Learning from Great Minds: http://uniquemindset.org/2012/03/john-dewey-story/

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