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1. John Dewey The Need for a Philosophy of Education.
3. John Dewey Education is a social process; education is growth; education is not a preparation for life but is life itself.
6. JOHN DEWEY
How does he view the nature of the child and the nature of learning?
Nature of the child: curious, social, constructive, expressive
11. The Need for a Philosophy of Education Dewey wants to make individuals more capable of self-support, but he also stresses connections and commitments to others.
Schools should not just use activities, but select activities that connect to democratic life, the classroom as a community.
Education is a process of development, an educated person has the power to go on and get more education, to grow. Grow like a seed? [Not exactly.] Not as deterministically, as say a tree. Humans have great potential to grow in many directions. The environment for growth matters. Traditional schools fail to recognize the diversity of capacities, the need to initiate growth must come from the needs and powers of the pupil (not a blank slate, not teacher-centered). (Need for a Philosophy of Education, Dewey, 1934)
13. The Need for a Philosophy of Education What does he reject about traditional education?
Dewey believes that faculty psychology, behaviorism, and teacher-centered approaches to curriculum do not capture the correct psychology of learning.
He rejects the idea that rote learning and memorization are learning.
The educational center of gravity has been too long in the teacher, the textbook, anywhere and everywhere except in the immediate instincts and activities of the child himself.
Schools should not be static in subject matter, authoritarian in methods, and mainly passive.
Dewey fears that society and traditional schooling are promoting: Selfish, egoistic, competitive views where we learn to outwit others and get on for ourselves