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The New Library: John
Dewey’s Philosophy of
Education and Experience
2
THE
NEW
LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
OF
EDUCATION
AND
EXPERIENCE
Introduction
Often, libraries are thought of as quiet places where people visit to study
and read. However, libraries are now turning into places where many people
stronger bond and grow relationships. As such, the library has become a place
where people learn through first hand experiences beyond reading. These
John Dewey, philosopher of education, wrote a century ago, his ideas offers in
Dewey posits that when children learn more from playing with one
another, they become willing to try new things and take suggestions from other
children. Moreover, those children will usually choose someone they feel to be
the leader, and that child may value the experience slightly more (Dewey 1938,
p.55). Dewey believed the ideas of practical thinking and the idea of experience
immediately enjoyable and yet promote the formation of a slack and careless
experiences so as to prevent a person from getting out of them what they have to
give” (p.26). Dewey explains that the quality of experience given to students is
more important then the quantity. For example, a teacher could do less lecturing
in the classroom where the student could learn nothing from what was intended
THE
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JOHN
DEWEY’S
PHILOSOPHY
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to be taught, or a teacher could do one exercise that has a point to the lesson and
the student could leave with a more profound understanding. As such, libraries
may offer engaging activities to facilitate learning. This paper utilizes Dewey’s
activities in libraries.
the communicative event that captures public disclosure of method and findings
example, the bible was interpreted in many different ways, but from the same
text.
editing, and finally thinking and interpretation. This paper will elucidate a
learning.
John Dewey was born on October 20, 1859 in Burlington, VT. He was an
found a great interest in Georg Wilhelm Friedrich Hegel, G. Stanley Hall, and
William James. He furthered his studies into child psychology and developed a
philosophy of education.
many public schools around the country had more and more children attend;
many of the colleges and institutions were starting to have boys and girls attend
as well. Dewey saw an opportunity to change the traditional way of teaching, and
“The common theme underlying Dewey’s philosophy was his belief that a
democratic society of informed and engaged inquirers was the best means of
Dewey’s Philosophy
THE
NEW
LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
OF
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EDUCATION
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EXPERIENCE
Dewey believed that a sense of experience in education was a way for
not only help the children learn, but also it was faster and more efficient. Dewey
of the Either-Or philosophies. This term means to choose one side or the other
should take traditional and progressive education and find a good medium. This
is where Dewey got the idea of experience and how that should be integrated into
schools.
Dewey posits that progressive schools should not only have a philosophy of
the term “growth” and how children experience this growth by doing something
(1938). Dewey explains that the growth of a student should be the number one
continuing connection with the world and its many possibilities. In this sense,
these new experiences become freeing to the students as they contrast against
way in which the emerging subject that we are put forth new points of
75).
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THE
NEW
LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
OF
EDUCATION
AND
EXPERIENCE
Dewey (1910) formulates the idea of education as “an emancipation and
and transpires it within experience and through education. Dewey explains that
if we could predict the outcomes of experience, we would lose that newness and
therefore we would not foster the education behind those experiences. Therefore,
something new.
This imagination and creativity turns into great opportunity for social
situations and children will start developing their own conceptions of what they
Dewey and Speech Education, “The subject matter is not science, literature,
history, geography, but the child’s own life and experience” (1968). Dewey
may learn with first-hand experiences rather then listening to a teacher lecture
provides an outlet for learners to apply what they learn into real life skills and
philosophy.
academic journey, but also help enrich civic education and help grow social skills
conception of the “new library” has been doing more things for the community
with a “we help each other” mentality. Most libraries do programs and activities
72). John Dewey talks highly about engaging students to learn concepts with real
world experiences and taking what they learned with those experiences to go out
into the world with open minds and the confidence to take on any challenge.
explains, “The best ways to engage with the community is through the provision
calls upon skills such as information use, critical thinking, and evaluation; it has
also become a widely used teaching method in both schools and libraries.
Academic Libraries
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THE
NEW
LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
OF
EDUCATION
AND
EXPERIENCE
In academic libraries, librarians help with students’ research with
LibGuides, databases, and their wide range of books for their chosen research.
Jones (2018), discusses the importance of the library within university settings
research, answer faculty members’ questions, and provide any other information
relevant to the group” (in press). Jones furthers her point by talking about the
assistance that the librarians give to students to succeed in their certain service-
learning projects. For example, where she works, Seton Hill’s library helps the
students take their skills and interest and combine them to create a chosen topic
for students to research. In addition, her students plan, organize, and facilitate
and its visitors. Service learning works to increase the learning experience by
libraries grow a strong relationship with the students and faculty. Herther
and librarian at University of Minnesota, says that she often receives email from
both students and faculty asking for help with job hunting, other classes, class
activity brainstorming, and even requests for help with a non-library issues,
libraries and what they may offer beyond books. McDevitt (2011), editor of Let
explains that for a long time, she taught a library instruction class that was
that after a few years of teaching the course, she found that the class started to
get very dull, so she developed an activity that made the class more interesting;
the activity is called “Libraries Best Beach Ball”. McDevitt then explains how she
student catches it, assign him or her to investigate the place/service that
the right thumb is touching on. Repeat this until each student has a
McDevitt then sends the teams out and to find and learn about the
answer three questions about the place/service by the end of the activity: “Where
is the place/service located? What happens there? Why might this be considered
the best place in the library?” (McDevitt, 2011, p. 24). The activity ends with the
students sharing with the class their findings and the class then votes for the
best team and the winners get a small prize for their efforts. This activity not
only makes the class more interesting, but also teaches the students, through
Public Libraries
In public libraries, they are places that open to the general public and
welcomes anyone from the community to access their collections. Many modern
programs that draw in children, teens, and adults. Most public libraries start by
network will then expand into the nearby school district, local businesses, non-
profit organizations, local authors, and even the smallest family businesses.
Area Public Library, says “our programs go through a wide variety from our
firefighters, local police, and emergency specialists, to local farmers that bring a
cow to show children how to milk it” (Interview). These kinds of programs could
potentially help a child determine what they want to be when they grow up or
show them that they have many different options. Bateman (2012) explains how
Mebourne’s Public Library in Australia was able to get the community aspect
that was needed saying “the program evolved when we observed the success of
events with a local history flavor” (p. 13). Bateman continues by providing a
bulleted list of the benefits of having these kinds of programs. She explains:
• People love learning more about the place in which they live;
• The community is intrigued by the colorful characters who shaped the city;
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LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
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EDUCATION
AND
EXPERIENCE
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• Visitors are keen to discover more about Melbourne;
Public libraries also give teens and adults the chance to volunteer. Volunteering
gives middle and high school students the opportunity to take on service-learning
first hand. Many adults that volunteer are retired teachers and caregivers.
Volunteers gain the chance to grow their network with community members and
other librarians for their future career goals, personal enrichment, or to give
Conclusion
John Dewey advocates experience and how children efficiently learn from
doing and listening rather then just listening. He says that intelligent activity
uses desire and impulse to acquire moving force in the mind. It allows us think
outside-the-box and with the purpose to execute an idea. With a new library that
gives the option of educational programs and activities, children are able to not
only listen to what the presenter has to say, but also physically do small
activities to fully understand what is being said. At the end of these programs,
the children leave with an open mind and a willingness and curiosity to learn
more.
Dewey believed the ideas of practical thinking and the idea of experience
could find a purpose in what they are learning and could instantly become more
interested. Libraries take that step to show children that education and learning
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LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
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EDUCATION
AND
EXPERIENCE
can be exciting. Libraries could help propel children into further education and
Barry, M., Lowe, L. A., & Twill, S. (2017). Academic Librarians' Attitudes about
Brzozowski, B., Homenda, N., & Roy, L. (2012). The Value of Service Learning
Dewey, J. (1938). Experience & Education. New York, NY: Free Press.
GORDON, M. (2016). Why Should Scholars Keep Coming Back to John Dewey?.
https://www.britannica.com/biography/John-Dewey
Operating out of the box. College & Research Libraries News,69(7), 386-
389. doi:10.5860/crln.69.7.8021
Kimmel, S. C., Howard, J. K., & Ruzzi, B. (2016). Educating School Library
McDevitt, T. R. (2011). Let the games begin!: Engaging students with field-tested
press.
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NEW
LIBRARY:
JOHN
DEWEY’S
PHILOSOPHY
OF
1
EDUCATION
AND
EXPERIENCE
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Programs in Public Libraries [Telephone interview]. (2018, March 26).
Sook, L., & Bloomquist, C. (2015). Distinguishing service learning from other