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Artistry of Dewey's Educational Theory

Dewey's educational theory using one of his most loved analogies . . . that of the artist.
by

Twyla Tasker

on 4 April 2017

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Transcript of Artistry of Dewey's Educational Theory

Presented by Twyla J. Tasker
Artistry of Dewey's
Educational Theory

EDCI 6331 Dewey's Educational Theory
Dr. Doug Simpson
Texas Tech University
The Background is blue-green:
blue
is the color of insight;
green
is the color of harmony.
Artistry of this Prezi . . .
All the colors were chosen specifically to meet Dewey's ideas and philosophy.
Some text is black: black is the color of potential and possibility.
Some text is red:
red
is the color of enthusiasm and action!
The "canvas" and frames are gray:
gray
is the color of wisdom and knowledge.
References:
Simpson, D. J. (2006). John Dewey primer. New York: Peter Lang.
Simpson, D. J., Jackson, M. J. B., & Aycock, J. C. (2005). John Dewey and the art of teaching. Thousand Oaks, CA: Sage Publications.
Simpson, D. J. & Stack, S. F., Jr. (Eds.) (2010). Teachers, leaders, and schools: Essays by John Dewey. Carbondale, IL: Southern Illinois University Press.
www.colormatters.com.
www.prezi.com.
The size of the picture or text indicates the importance of the idea.
Experience is a dynamic tool for learning how to solve problems; ". . . a means of learning and discovery, . . . of arousing the curiosity of pupils and of equipping them with methods for finding out things" (Simpson & Stack, 2010, p. 174).
"I believe that education, therefore, is a process of living and not a preparation for future living" (Simpson & Stack, 2010, p. 26).
Dewey believed that education was more than what was experienced in the classroom; it was life that occurred at home and out in the community, formal and informal, direct and indirect. Every student brought his or her own experiences to the learning and those should be valued, respected, and shared.
School represents the community in its simplest form, and teachers create an environment where students grow in their social development and democratic values.
"An educational theory and an art of teaching is never completed because the process of developing and refining them" is never ending (Simpson, Jackson, & Aycock, 2005, p.123).
Students learn by doing; teachers draw on student experiences & provide stimulus for learning.
Color on palette matches text:
red
means action;
blue
means inspiration;
green
means harmony; and yellow means communication and mental processes.
Artist teacher's mind is in harmony with the mind of the students.
Artist teacher is inspired by the potential in their students, by the "recognition of the end they serve" (Simpson, Stack, & Aycock, 2005, p. 193).
The artistic teacher maintains a balance of efficiency in planning and intellectual thought without losing a sense of wonder and playfulness. Hence, the Dewey-like caricature representing the "teacher as artist."
Dewey was an experimentalist and believed that learning, whether in schools or other organizations, is best accomplished by doing - what most would call a "hands on" approach.
Education is a social process with the student, teacher, home, and community working together as a learning community, and everyone is included in the educational experience. The highest priority of the educational system was to function as a community in the promotion of democratic values, such as the one on this Norman Rockwell painting.
Dewey appeals to teachers, reminding them "that they above all others are the consecrated servants of the democratic ideas . . . " (Simpson & Stack, 2010, p. 240).
Dewey creates a cohesive picture of curriculum. He begins with the canvas of the ecological curriculum utilizing the facilities, resources, and cultures from homes and neighborhoods, for the environment adds color and texture to education. Using "real world" contextual brush strokes of the pedagogical curriculum, he constructs the interest-based growth-inducing subject-matter of the epistemological curriculum. Finally, and most importantly, Dewey adds the anthropological curriculum as the artist teacher and artist student work together to complete the experience of human interaction. Each overlaps the other, for none could exist without the other, to complete the four-fold curriculum framework (Simpson, 2006).
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