John Dewey

Sandeep Lopez

Dewey’s Basic Philosophy

• Dewey was a great educationist, because he

was a great philosopher.

• Philosophy - it is the theory education in its

most general phases.

• Philosophy needs to define what education is,

moreover, any “ideal that is a genuine help in

carrying on activity must rest upon a prior

knowledge of concrete actual occurrences”

Views on Mind and Knowledge

MIND

• Evolution of mind and intelligence takes place

naturally

• Daily activities are involved in solving various

practical and social problems of life.

• Mind as an instrument includes 3 aspects, i.e.,

thinking, feeling, and willing

• Ideas are developed by the individual in the

process of controlling the objects of the

environment for avoiding, pain and obtaining

satisfaction

KNOWLEDGE

• Dewey does not believe that knowledge

precedes action. It is only as a result of action

that knowledge is inferred

• He believes that the knowledge accumulated till

now is due to the activities of the individuals in

their struggle for existence.

• Dewey thinks that the natural play of these

tendencies should be considered as the starting

point of the educational process of the child.

• People believe that knowledge has independent

existence, does not depend on action. Dewey

does not agree with this.

PROCESS OF THINKING

• Dewey holds that thinking does not take place

in vaccum i.e., Pure contemplation cannot be its

basis. Nor does it originated from mass of

sensations.

• In the process of thinking, one undergoes

series of experimentations in order to needed

solution of the problem

• This method is the base of project method,

problem method and the activity programme.

Dewey mentions 5 logical steps in the process of thinking:-

• The feeling of a doubt, hesitation, difficulty, or

problem.

• Taking the whole situation in view by analyzing

the various elements, and then locating the

heart of the problem.

• Arising of the suggestion and following the

same to find out the possible solutions.

• The bearings of each solution are developed

and subjection the most possible solution to

experimentation.

• To observe and experiment further in order to

accept or reject the solution

Dewey’s Concept of Curriculum

• No fixed curriculum

• Centred around child’s activities

• Integrated curriculum

Play period from 4-8yr of age

Period of spontaneous attention from 8-12

Period of reflective attention from 12 onwards

Dewey's Method of Teaching

• He is of the opinion that direct experience is the

basis of all method. Knowledge takes place

from concrete and meaningful situations.

• He is of the opinion that direct experience is the

basis of all method

• The project or problem method which Dewey

advocated, the child's interests and purposes

are the most important things

• Dewey laid down the following five steps as

essential.

The pupil should have a genuine situation of

experiences.

A genuine problem should arise from this

situation and should stimulate the thinking of the

child.

The child should obtain information or make

observation needed to deal with the problems.

The suggested solution(s) should occur to him.

He should have an opportunity to test his ideas

by application.

Dewey's contribution to Educational Thought and Practice

• In the development of modern education

practices.

• The child is no longer regarded as a passive

subject meant for the imposition of external

information but is considered an active living

being.

• to introduce a more human touch in the

processes of education

• The supreme contribution of Dewey to a

philosophy of education is the theory of scientific

democratic humanism

• The supreme contribution of Dewey to a

philosophy of education is the theory of scientific

democratic humanism

Dewey’s contribution to modern education:

• Original thinker:

• Practical educational philosophy:

• His progressive outlook to education

• His views about aims, curriculum etc.

Dewey has influenced educational practices in the following ways

• Good educational requirements:

The initiative should be with children

Children should be allowed to build certain attitudes

Learning that is necessary for activity only should be

allowed

Such learning should be properly guided

• Curriculum should be flexible, based on experience:

subjects should be organized according to utility and

curriculum should be determined according to instinctive

urges and native endowment.

• Teacher’s role is to be a friend, philosopher and guide to

the child. He is only to arrange the situations and

opportunities, which may enable them to learn

• Methods should involve the following steps:

Activity

Problem

Data

Hypothesis

Testing

The project method is emphaisised

• Regarding discipline, only social discipline is

stressed. Main purpose is to cultivate pupils

social attitudes, habits and ideas of co-

operative conduct through the conjoint activities

of the school.

Dewey’s Criticism

• Realists: He wants to understand it .He does

not mean to transform it as the pragmatist (or

Dewey) wants to do. The realists want to

understand the nature’s law so that he may be

adjusted to the existing scheme of things.

• Dewey thinks that philosophy should concern

itself with social conflicts arising from the

interaction of industry, science and democracy.