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John Dewey

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Sarah Schannot

on 30 October 2012

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Transcript of John Dewey

1859 - 1930 John Dewey "the father of progressive education" Dewey's Early Life Biographical Info Inquiry Learning "the greatest of American educational philosophers" "one of the most influential thinkers of the
20th century" Honors Born October 20, 1859 in Burlington, Vermont
Attended traditional public school

Studied at the University of Vermont
Exposed to evolutionary theory and theory of natural selection
Dewey's personal theories begin to take root

Taught 3 years of elementary and high school

Earned his doctorate from Johns Hopkins University in 1884
Devoted the next decade to positions at the Universities of Michigan and Minnesota The Laboratory School University of Chicago, 1894 Head professor of the department of philosophy
began striving to apply his pedagogical ideas
based on Unfoldment Theory
Rousseau, Pestalozzi, and Frobel

Founded and directed the University Laboratory School
opened in 1896
16 pupils and 2 teachers
demonstrated, tested, and criticized his theories Dewey published several influential works on education
My Pedagogic Creed (1897)
The School and Society (1900)
The Child and the curriculum (1902) Reflections on the laboratory school experiments These works all expressed a similar theme:
Education was in need of reform Dewey's Criticism of the Traditional School "Children should not talk to one another; all communication should be between the teacher and the class" (Tyler,1975) Teachers were authoritarians
Desks were arranged in rows
Students were passive and well-drilled
Curriculum was predetermined
Emphasis was placed on rote memory of facts Students acquire information; not the power to use knowledge

Students understand individual concepts, but can't deal with real-world problems in their own lives Experience and Education
(1938) Dewey argued this traditional form of education would
be ineffective for students entering a society that would soon be dominated by industrial technology. Should produce productive members of society The New School "Give the pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking; learning naturally results."
-John Dewey be based on equality and democracy
focus on real-world problems
develop critical thinking and problem-solving skills

give students small-group experiences to stimulate social learning
train students to work cooperatively and collaboratively Dewey believed the new school system should: Inquiry Learning What is inquiry? The process of being open to understanding the world

A study into a worthy question, issue, problem, or idea

The work is authentic, real work that people in a community would tackle

Involves serious engagement and investigation

Requires the active creation and testing of new knowledge The Teacher's Role Inquiry Learning The Student's Role Inquiry Learning A successfully functioning democracy requires that its citizens develop habits that enable them to communicate, to learn, to compromise, to respect others, and to tolerate the variety of norms and interests that exist in life. take control of learning
identify problems or issues of interest
set learning goals
develop organization and self-management skills

participate in investigations
form and test hypotheses
conduct field work
draw conclusions
reflect on problems and thinking processes

share ideas and information
ask questions
support, challenge, and respond to peers
negotiate and discuss
create presentations "The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences."
-John Dewey, 1897 facilitate learning
guide and assist students
be a motivator and a supporter

structure classroom as a democratic society
provide students with small-group learning opportunities
create an environment that fosters open communication
encourage students to solve problems that arise
focus on students' interests and choices What Inquiry Learning is Not Chambliss, J. J. (1996). Philosophy of education: an encyclopedia. (pp. 146-153). New York: Garland Press.

Dewey, J. (1938). Experience and education. New York: Macmillan.

Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt and Company.

Dewey, J. (1969). J. Boydston (Ed.), The collected works of John Dewey: The middle works (Vol. 1, pp. 56-67). Carbondale: Southern Illinois University Press.

Tanner, D., & Tanner, L. (1995). Curriculum development theory into practice. (3rd ed.). Columbus: Prentice Hall.

Tracey, D., & Morrow, L. (2012). Lenses on reading: An introduction to theories and models. (2nd ed.). New York: The Guilford Press.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago References Dewey's Lasting Legacy Final Thoughts a method for teaching any one subject
a linear sequence of tasks
a bunch of isolated projects
meant to be implemented according to a script -John Dewey "Education is a social process. Education is growth. Education is life itself." retired from active teaching in 1930

published final version of his theory in 1938
"Logic: The Theory of Inquiry"

Died June 2, 1952 at age 92 Dewey's theory has inspired numerous modifications to traditional classrooms and curricula for decades.
Teachers across the country continue to immerse their students in problem-based and social learning experiences today.
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