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Chapter 1:
Philosophy & the Malaysian Philosophy of
Chapter Outline Education
References Chapter 5:
Confucius and Mencius
Chapter 6:
Paulo Freire and Froebel
Chapter 7:
John Dewey
Chapter 8:
Rabindranath Tagore and Vivekananda
Chapter 9:
Other Philosophical Traditions
This chapter discusses the works of John Dewey, a well-known American philosopher
who led the progressive movement. He emphasised the need for students to learn by
doing and to learn through inquiry. He set up an experimental school to try out his ideas.
Chapter 1: Introduction 2
HIS WORKS
John Dewey wrote hundreds of articles and dozens of books in his lifetime.
The following are some examples:
Dewey argues that there are two major conflicting schools of thought on
school curriculum and teaching:
o The first school of thought focuses almost solely on the subject matter
and content to be taught. He argued that the major flaw with this
school of thought is that the student is inactive. The child is the child
is simply the immature being who is to be matured; he is the
superficial being who is to be deepened (Dewey, 1902, p. 13).
Dewey saw it important to integrate the school with society. Students should
be exposed to actual problems of life. For example, the school could be a
miniature version of society where equality and consideration for all would
prevail.
The school should be open and completely free through application of the
principles and practices of democracy where all are equal without any
restrictions or segregation on account of colour, race, creed, national origin,
sex or social status.
Chapter 1: Introduction 5
ON LEARNING
PROGRESSIVISM
What is Progressivism?
Progressivism is a philosophical belief that argues that education must be
based on the fact that humans are by nature social and learn best in real-life activities
with other people. The person most responsible for progressivism was John Dewey
(1859-1952). The progressive movement stimulated American schools to broaden
their curriculum, making education more relevant to the needs and interests of
students. Dewey wrote extensively on psychology, epistemology (the origin of
knowledge), ethics and democracy. But, his philosophy of education laid the
foundation for progressivism. In 1896, while a professor at the University of Chicago,
Dewey founded the famous Laboratory School to test his educational ideas. His
writings and work with the Laboratory School set the stage for the progressive
education movement.
Chapter 1: Introduction 6
Progressivists emphasise the study of the natural and social sciences. Teacher
should introduce students to new scientific, technological, and social
developments. To expand the personal experience of learners, learning should be
related to present community life. Believing that people learn best from what they
consider most relevant to their lives, the curriculum should centre on the
experiences, interests, and abilities of students.
Teachers should plan lessons that arouse curiosity and push students towards
higher order thinking and knowledge construction. For example, in addition to
reading textbooks, students must learn by doing such as fieldtrips where they can
interact with nature and society.
Students are encouraged to interact with one another and develop social virtues
such as cooperation and tolerance for different points of view.
At the centre of the curriculum of the Dewey School was what Dewey termed
the occupation, that is, a mode of activity on the part of the child which reproduces,
or runs parallel to, some of work carried on in social life. Divided into eleven age
groups, the students pursued a variety of projects centred on particular historical or
contemporary occupations.
The youngest children in the school, who were 4 and 5 years old, engaged in
activities familiar to them from their homes and neighbourhoods: cooking,
sewing and carpentry.
The 6-year-olds built a farm out of blocks, planted wheat and cotton, and
processed and transported their crop to market.
The 7-year-olds studied prehistoric life in caves of their own devising while
their 8-year-old neighbours focused their attention on the work of the sea-
faring Phoenicians, on Robinson Crusoe and adventurers, like Marco Polo,
Magellan and Columbus.
Local history and geography occupied the attention of the 9-yearolds.
Chapter 1: Introduction 8
While those who were 10 years old studied colonial history, constructing a
replica of a room in an early American house.
The work of the older groups of children was less strictly focused on particular
historical periods (though history remained an important part of their studies) and
centred more on scientific experiments in anatomy, electro-magnetism, political
economy, and photography. The 13-year-olds built a substantial clubhouse when they
could not find another suitable place for their debate club to meet. Building the
clubhouse was a group effort that enlisted children of all ages in a co-operative project
that was, for many, the emblematic moment in the schools history.
The occupational activities pointed on the one hand toward the scientific study
of the materials and processes involved in their practice and on the other toward their
role in society and manual training and historical inquiry but also for work in
mathematics, geology, physics, biology, chemistry, reading, art, music and languages.
In the Laboratory School, Dewey reported, the child comes to school to do; to
cook, to sew, to work with wood and tools in simple constructive acts; within and
about these acts cluster the studieswriting, reading, arithmetic, etc. Skills such as
reading were developed when children came to recognise their usefulness in solving
the problems that confronted them in their occupational activities. If a child realizes
the motive for acquiring skill, Dewey argued, he is helped in large measure to secure
the skill. Books and the ability to read are, therefore, regarded strictly as tools.
For example, the 6-year-old students in the school, building on the experiences
with home activities they had had in kindergarten, concentrated their work on
occupations serving the home. They built a model farm in the sand-table in their
classroom and in the schoolyard they planted a crop of winter wheat. As was the case
with most constructive activities in the school, the building of the model farm
provided an occasion for learning some mathematics:
In instances such as this, one can see how the childs interest in a particular
activity of his/her own, such as building a model farm, served as the foundation for
instruction in a body of subject-matter, the skills in measurement and the mathematics
Chapter 1: Introduction 9
REFERENCE: