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Dewey's Experience and education Chapter 7
273
Analyzing Quotes
“Those who deal with pre-school, with the kindergarten child, and with the boy and girl of the early primary years do not have much difficulty in determining the range of past experiences or in finding activities that connect in vital ways with it. … It is harder to find out the background of the experience of individuals and harder to find out just how the subject-matters already contained in that experience shall be directed so as to lead out to larger and better organized fields.” -Pg. 75
More fun with Quotes
“…Educators must view teaching and learning as a continuous process of reconstruction of experience… educators must have a long look ahead, and view every present experience as a moving force in influencing what future experiences will be” (87).
Role of the Educator
The educator must view teaching and learning as a continuous process of reconstructing experience. This occurs only when the educator can look to the future with the perspective of viewing each present experience as a moving force that influences future experiences (Dewey, 1938, p. 87). The challenges for the educator are in the formation of ideas, putting those ideas into action, observing the conditions that result, and in organizing facts and ideas for future use (Dewey, p. 88).
Summary
In the seventh chapter of Experience and Education, Dewey comments upon the need to revise the ill-digestible format of standardize subject matter in schools and replace it with a more experienced-based process of learning.
Two Steps in developing subject matter
1) The beginning of all instruction must start from and/or within the experiences that learners already have and
2) There must be “an orderly development toward expansion and organization of subject-matter through growth of experience” (74). This step involves using existing experience “as a means of carrying learners on to a wide, more refined, and better organized environing world…” (82).