Introduction

This paper will focus on Dewey and his philosophy related to educational

approaches that he made between education, democracy, experience, and society in

relation to Philippine Educational Setting. This paper will look at three areas of

contribution of this great educationist’s philosophy of education, this aspects are; (1)

Dewey’s Principles of Education; (2) Dewey’s Philosophy of Democracy and Education;

(3) Dewey’s Philosophy of Experience and Education and; (4) Dewey’s Educational

Philosophy in the Philippine Setting. Dewey’s idea on humanism springs from his

democratic bent and his quest for freedom, equity, and the value of child’s experiences.

John Dewey was a famous American philosopher, psychologist and educational

reformer. He was also the founder of functional psychology and one of the earliest

developers of philosophy of pragmatism. His ideas made significant impact in social and

educational reforms. Apart from writing primarily in publication works, he also wrote

about many topics including experience, nature, art, logic, inquiry, democracy, and

ethics.1 He remains the most influential American philosopher and educationist of the

20th century, who gave a new direction to educational thought and processes. With his

firm democratic belief in civil societies and education, Dewey rejected authoritarian

structures and subsequently the traditional teaching methods in schools. He believed in

progressive education and advocated for reforms in pedagogical aspects of teaching

and school curriculum; most importantly, Dewey believed that at the centre of the whole

academic was the child, and Dewey’s educational philosophy and reforms were

concerned primarily with the child. Dewey’s philosophy of education and its relation to

1
file:///E:/thesis/john-dewey-144.pdf
experience, democracy, humanism, and pragmatism have largely affected the modern

system of education all over the world.

There are several concepts also derived from these philosophies which

influenced the educational system and contributed in improving and directing the

education to a new level of understanding. Dewey provided a strong foundation in the

process of developing education. His educational philosophy recognizes the importance

of the principle of transfer in training or the use of past experiences in developing the

continuous growth of the learners.

History of the Problem of Education

During the period between1870-1910 radical changes were taking place in

American society: there was an accelerating scientific and technological revolution; vast

manufacturing centers were developing; new machines were bringing about industrial

changes; railroad networks were binding nations together; and there was growth of a

world-wide market. Education during that time was also in making. It was being received

from the home and some public institutions. With the rapidly growing urban communities

and the increase in population, the existing schools and the home were totally

inadequate to provide the type of education demanded by the society. Since education

must fill the needs and desires of society, the inadequacy of and discontent with the

then present educational procedures fostered a system of education which was “a

positive and constructive development of purposes, methods, and subject matter on the

foundation of a theory of experience and its educational potentialities.”2 This system

2
Jospeh Ratner (ed.), Intelligence in the Modern World-John Dewey’s Philosophy (New York: The Modern Library,
1939), p. 659.
was based upon John Dewey’s philosophy of education. Dewey felt that democracy

depended upon education by the school and family to insure its growth, and that due to

cultural inertia, education had lagged behind the social movement. America was a

democracy, but education remained undemocratic. To force children to study a standard

course of material previously devised was against the democratic principle of life. 3

Philippines as one of the countries that put emphasis in the educational

philosophies by Dewey brought positive outcomes and results through experimentation

and experience. His philosophies became an integral part of the educational system in

the country.

I.

The principles of democracy as a basis, Dewey developed a new concept of

education emphasizing experience and growth. He defined the educational process as

a process of growth and development by reorganizing of reconstructing of experiences

which increased an individual’s ability to direct subsequent experiences. Education has

no end beyond itself. It should not be preparation solely for the future, but rather living

every stage of present development. By giving the child command of himself starting in

the present, the future will take care of itself. Education should not be the pouring of

knowledge into a child, but supplying its growth from within. Growth meant to Dewey a

movement toward a later result. Education should provide conditions for growth not only

in school but also in adult life. 4

3
John Dewey, The Educational Situation (Chicago: The university of Chicago Press, 1902), pp. 25-26.
4
Joe Park (ed.) Selected Readings in the Philosophy of Education (New York: The MacMillan Company, 1958), pp.
21-81
 Education must begin by understanding a child’s capacities, interests, habits, and

instincts. A child’s nature is naturally active; therefore, Dewey’s democratic school

emphasized activities, not an inflexible or set curriculum. By participating in activities

based upon his own interests, capacities, and previous experiences, a child learns

through “direct living” and life.5 The types of activities used to initiate growth vary with

age, intellectual capacities, prior experiences, and social opportunity. Each activity

should appeal to the child’s present interest and needs. A good activity is long enough

so that several endeavor are involved and sufficiently complex so that several children

can make many different responses. The initial desire for the activity must stem from the

individual, and each step should help to raise a new question and a demand for more

knowledge6. Some educators would call this the project method of teaching.

II.

His writings on democracy and education express his philosophy of education as

a way of social reform. He saw education as a means of serving the democratic process

through making corrections in the economic evils and by the obtaining political ends that

would lead to progression of a society. The shaping of a society in which the common

goods, among which are the knowledge and social, intelligence, are distributed fairly

among all who participate in that society.7

Since education must fill the needs and desire of society, the inadequacy of and

discontent with the then present educational procedures fostered a system of education

5
Martin S. Dworkin (ed.), “The School and Society,” Dewey on Education (New York: Bureau of Publications,
Teachers College, Columbia University, 1959), pp. 41-46.
6
Martin S. Dworkin (ed.), “Progressive Education and the Science of Education,” Dewey on Education (New York:
Bureau of Publications, Teachers College, Columbia University, 1959), pp. 122-123.
7
Aliya Sikandar, Journal of Journal and Educational Development, Vol. 2 No. 2 (December 2015) pp. 192
which was “a positive and constructive development of purpose, methods, and subject

matter on the foundation of a theory of experience and its educational potentialities.”

Dewey felt that democracy depended upon education by the school and family to insure

its growth, and that due to cultural inertia, education had lagged behind the social

movement. Dewey clearly states that the methodology of teaching leads to the purpose

of teaching. As teaching and learning is pedagogical; therefore, the subject matter

should be planned in effective ways. For him to force children to study a standard

course of material previously devised was against the democratic principle of life.

Children are normally engage in play and work out of school has seemed to

many educators a reason why they should concern themselves in school with things

radically different. Situation in the school and outside time has a different atmosphere

for the children and many things are radically different. Since in school they have proper

training, curriculum and guidance by facilitating such activities, but the outside

occupation gave a valuable intellectual and moral training. Books and everything

concerned with them were, on the other hand, rare and difficult of access; they were the

only means of outlet from a narrow and crude environment. 8It must not be forgotten

that an educational result is by-product of play and work in most out-of school

conditions. The problem of the facilitators or educators about these activities on how to

engage and apply such new ways that while manual skill and technical efficiency are

gained and immediate satisfaction found in the work, together with preparation for later

usefulness, these things shall be subordinated to education that is, to intellectual results

8
John Dewey, Democracy and Education 1916, Studies in Education, Vol. No. ½ (Spring/Fall 2008), (The University
of Chicago Press in association with the Francis W. Parker School) pp. 88
and the forming of a socialized disposition that combined there knowledge from outside

experience to intellectual and their interest to educate.

The school has the big responsibility to form the child as a learner. The question

is what is the function of the school in promoting the democratic system of education?

The old ways of teaching is the classroom setting is intended only for listening, the

educator will teach with the same material while the student will only listen and absorb

the learned lesson, its emphasis on conformity, its acquiring on what is the educator is

teaching or telling rather than inquiring atmosphere, and the curriculum are totally

inadequate to promote the spirit of social cooperation or interactive environment and the

democratic concept.9 In the new setting or democratic system of education, the child will

learn through social interaction or social exchange with other people. When the child will

commit mistakes or misinterpret, they are corrected because it developed their freedom

of expression with proper guidance. Acquiring good activities like groupings will carrying

or results to good habits for the common good of the group. If each individual will

participate in the activities with their own creativity and styles that is the time for them to

gain knowledge. This type of learning is an extension of home training that it will not be

difficult to adopt and to handle especially to the educator. Education must developed

and create a real life situations to provide appropriate experiences which to the child’s

mental ability, physical, emotional, interest and needs because intellectually, the

existence of a whole depends upon a concern or interest of the child. Therefore the

discipline which was needed in the traditional school to enforce learning is not

necessary in a democratic school. Interest of everyone is a requisite for self-discipline.

9
Phyllis Sullivan, “The High School Journal” John Dewey’s Philosophy of Education, Vol. 49, No. 8 (May, 1966), pp.
393
The only true discipline is that which comes through life, not imposed discipline. The

child learns only those things which he experience. Dewey believes that schools have

the potential to promote democratic practices in all aspects of life by promoting school

experiences that foster habits of inquiry, on-going communication, social understanding,

and openness to learning.

III.

Experience in Dewey’s definition of education is a social process involving

interaction of an individual with his environment. An experience includes initial

confusion, tentative hypothesis, investigation, elaboration of hypothesis, and action to

bring results.10 We see a close link between a child’s life and his experiences as a

continuous process, which he regards as the aim of education. Merely activity does not

constitute an experience. The connection between performing an act and the

consequence establishes the value of the activity. Each activity should provide

experiences upon which new experiences can be based. Experience must be based on

the interest; interest not as a bait for unpleasant material, but actions which are

connected with present mental powers and previous experiences. It is through

interaction that a child brings in experiences from society. Because of such continuous

interaction, environments are created. These environments are fields in which situations

and conditions interact with personal needs and purposes, and create life-long

experiences.

10
Phyllis Sullivan, “The High School Journal” John Dewey’s Philosophy of Education, Vol. 49, No. 8 (May, 1966), pp.
193-194
 These experiences are given value and direction by the teachers; therefore,

there should be order and direction of a child’s experiences, which will give him a

composed and integrated personality. He gives example of the games children play, in

which they follow rules of the games children play, in which they follow rules of the

game willingly to continue the game. Similarly, students are involved in class activities in

groups and the moving force is to get the activity done. This learning process allows

students the freedom of thought, judgment, and power to execute decisions. These

learning experiences should have a clear purpose, an understanding of the surrounding

conditions, knowledge of what occurred before, so that it could allow reflection and

analysis of issues and experiences. Such structured interactions turn an impulse into a

plan of action.11

An experience for him involves a dual process of understanding and influencing

the world around us, as well as being influenced and change by that experience.

Therefore, education should be concerned about the child’s experiences in school and

in natural environments outside the school.

Dewey’s Educational Philosophy in the Philippine Setting

Under the Martial Law the schools, public and private, have been vitally affected

in many other significant ways. After Marcos regime, there was reorganization in the

government structure and even in the functions of the educational system. There were

several revisions and improvements, new orders and laws that made the education

better and uplift the aims of the education.

11
Phyllis Sullivan, “The High School Journal” John Dewey’s Philosophy of Education, Vol. 49, No. 8 (May, 1966),
pp.194
 Under the presidential Decree No. 6-A, it is hereby declared a policy of the state

to maintain the highest quality of education for purposes of national development. The

P.D. No. 6-A states to be the policy of the government to insure, within the context of a

free and democratic system, maximum contribution of the educational system to the

attainment of national goals.12

In relation to this, the educational philosophy of John Dewey is expressed in the

following terms:

(a) Education is life and not preparation for life which is based on the idea that

education is not learning alone but it is living.

(b) Promoting the total growth of the child is made the aim of education which is based

on the philosophy that growth means growth in knowledge, habits, skills, and abilities. It

is a continuous process.

(c) Learning by experiencing or reacting or doing in which learning and teaching must

utilize the theory of self-activity.

(d) Recognizes individual differences based on the principle that each individual is

unique in which calls for the adjustment of subject matter and activities given to

learners.

(e) Evaluation is made an important part of teaching and learning.

(f) Thinking and reasoning are stressed in classroom activities based on the theory of

self-activity.

12
Gregorio, Herman. Gregorio, Cornelia. Philosophy of Education in Philippine Setting. Garotech Publishing. 2007
(g) Use of academic freedom in the classroom activities. This concept calls for the use

of democratic principle in teaching and learning.

(h) Education is more practical and functional. The instructional method must also gear

in the social, political and economic aspect of the individual’s life.13

John Dewey, who is an advocate of the philosophy of pragmatism, might simply

be called experimentalist because he insists that ideas must always be tested by

experiment. He believed that no knowledge is ever certain that is not subject to new

evidence which might result from experimentation and experience. He applied these

basic concepts to nearly every aspect of philosophy and education. His experimental

belief which was carried over into his educational philosophy became the basis for what

is usually described as progressive education. His influence on public schools has been

great in the Philippines.

In addition the aims of education under the New Society are based on pragmatic,

experimentalism or approach of John Dewey. The school under the New Society utilizes

the following educational concepts of the said philosopher:

(1) The nature of the child is made the center of educative process. This means

that the child’s needs, interests, abilities and purposes must be taken into consideration.

The child is viewed as an active element whose purpose is to live and grow.

(2) The theory of self-activity is made the center or basis of learning. The new

education stresses learning by doing or experiencing and experimenting. The school is

converted into a living and creative influence, producing self-directed reference.

13
Gregorio, Herman. Gregorio, Cornelia. Philosophy of Education in Philippine Setting. Garotech Publishing. 2007
 (3) The development of personality is made the primary aim of the New

Education. The aim of the new education is to produce a well-balanced, well integrated

and socially adjusted personality. The cooperation between the teacher and the student

are important element in the development of personality.

(4) Activity program is the core of the curriculum. This is based on John Dewey’s

concept that education is life and a social process. Example of school activities are field

trip, report, group activity, games, observation, experiments, cultural activities, on–the-

job training, programs and project.

(5) Socialized teaching and learning are utilized. This is patterned from the

concept that education is a social process. Teacher and student work together to

execute classroom activities.

(6) Individual differences of the pupils are recognized not by sectioning students

according to IQ but by adjusting the subject matter to the abilities of the students. This is

based on the concept that each individual is unique or individual differences.

(7) Thinking and reasoning are emphasized in the educative process. Effective

teaching thought provoking activities and good questioning stimulate thinking and

reasoning in which the abilities of a child are maximized.

(8) Evaluation with flexible standards is utilized in teaching and learning. This is

based on the principle that evaluation completes the learning.

(9) Students are free from emotional tension or fear of the teacher. A law about

corporal punishment has already implemented in the Philippine to prevent emotional

and devastation of the learners. The Philippine society promotes not blind obedience

but intelligent self-discipline.

(10) Close relationship between the school and the community. School activities

are related to the awareness of community improvement, participation in cultural

activities and projects. As Dewey emphasized that Education is a social process.14

The philosophy of John Dewey focuses on the practical and useful events of a

child. The assertive factors of empiricism or naturalism, experimentalism,

instrumentalism and pragmatism had vital influence in the field of education in the

Philippines. Attention is placed on the child’s activities and the value of learning by

living, that growth is more important in learning and is applicable to the educational

system in the Philippines.

It can be said that the nature of educational philosophy suggests the necessity

for all other educational disciplines to follow the goal and direction of philosophy. The

bright ideas and reflective thought of the philosopher provided a frame of reference

which must operate. Education must deal with the nature of learner, the teaching

process, curriculums, duties and responsibilities of teachers and the administration

likewise must be considered.

The system of education in the Philippines is directed toward the total

development of individual, family, school, community and the nation.

The general aims of the New Constitution (1973) are designed to accelerate the

individual growth or self-discipline, social growth, economic development, political

14
Gregorio, Herman. Gregorio, Cornelia. Philosophy of Education in Philippine Setting. Garotech Publishing. 2007
awareness and values–oriented. It is also the new aims of the new education to

achieve a high moral regeneration and improve the people’s character and attitude

necessary in national development.15

Aside from the Constitutional laws, the development of the whole man is another

aim of Philippine Education. It means to develop the individual mentally, physically,

emotionally, socially and spiritually. This is from the concept that education is a process

of growth and development. Growth is the product of interaction of individual with its

environment.

Another aim of the Philippine educational system is to upgrade and change its

curriculum. The newly implemented Enhanced K-12 Curriculum is also based on the

philosophy of John Dewey, the pragmatism, experimentalism, empiricism or naturalism

and instrumentalism principles. According to data gathered, the objectives of Enhanced

K to 12 Basic Education Program is to create graduates that will:

1. Acquire mastery of basic competencies.

2. Be more emotionally mature.

3. Be socially aware, pro-active, involve in public and civic affairs.

4. Be adequately prepared for the word of work or entrepreneurship or higher

education.

5. Be legally employable with potential for better earnings.

6. Be globally competitive.

15
Gregorio, Herman. Gregorio, Cornelia. Philosophy of Education in Philippine Setting. Garotech Publishing. 2007
 7. Every graduate of the Enhanced K to 12 Basic Education program is an

empowered individual who has learned, through a program that is rooted on sound

educational principles and geared towards excellence, the foundations for learning

throughout life, the competence to engage in work and be productive, the ability to

coexist in fruitful harmony with local and global communities, the capability to engage in

autonomous critical thinking, and the capacity to transform others and one’s self.16

The aims of the New Enhanced K-12 Curriculum are acquired and influenced by

the different philosophies of several philosophers. The approaches built by John Dewey

are very visible in the New Enhanced K-12 Curriculum.

This proves again that aims of the education in the Philippines originated and

influenced by the Philosophy of John Dewey.

Conclusion

Dewey’s system of education is sometimes called progressive, sometimes called

the new education. Dewey himself often hesitated to be classed with other so-called

progressives because he didn’t agree with their methods. His concept of progressive

education was a revision of the curriculum and methods, not eliminating subject matter.

He was against the child-centered concept because a child was a social being and

therefore not self-centered as the term implied.

History shows that Philippines has taken education as one of its priorities and

considered it as a requirement of individual to act morally, live responsibly, socially

16
https://www.officialgazette.gov.ph/k-12/ and http://k12philippines.com/
aware of his/her environment, participate and exercise his/her rights politically and

grow productively in the society where he /she belongs. A child must grow productively

in the society where he /she belong. Education served as an integral part of the society

in elevating the lives of every Filipinos.

Philosophy of Education in Philippine Setting is good. According to Gregorio,

Philosophy can help the educators of this country criticize educational practices, draw

inferences, and make a proper evaluation. It can bridge the gap between theory and

practice. The Philippine educational leaders need philosophy to enable them to identify

better, define and evaluate educational outcomes. However, some of the philosophies

of the Philippine need more enhancements because our basic curriculum is limited only

the official framework of the government as outlined in the New Constitution. The

Philippine school must only not concern with the perpetuation of democratic ideals and

ways in the Constitution but also with the general improvements of the individual

society. It can only be accomplished, as the total education program becomes an

experience of democratic living, both inside and outside of the classroom. Its goal to

improve and focus on the student as the focus of education remains the first priority.17

According to de Montaigne, famous philosopher and education advocate,

“Learning is a good medicine: but no medicine is powerful enough to preserve itself

from taint and corruption independently of defects in the jar that it is kept in. One man

sees clearly but does not see straight: consequently he sees what is good but fails to

follow it; he sees knowledge and does not use it.”18 So continuous training and revisions

17
http://secretblogger1981.blogspot.com/2015/04/philosophy-of-education-in-philippine.html
18
Michael de Montaigne, “The Complete Essays” (first published by Allen Lane The Penguin Press 1991 ) p. 34
must be modified from time to time, rigid monitoring in the implementation of the

principles and ceaseless support and effort from the different sectors of the society to

completely achieves the ideals of the principles.

The attainment of the objectives of education will always depend on the

cooperation and total participation among the students, teachers, school administrators

and the country’s officials. They are the instruments and tools of education. They are

needed to implement the system and to continually adjust and adapt to the changes that

the computer age will bring. None the less the philosophies no matter how great or

effective will become senseless and futile if not applied properly in the learning process.

I am hoping that the influence John Dewey’s philosophy of education will become

a grass root to a progressive future education in the Philippines.

Bibliography

Dworkin, M. S. (1959). “The School and Society,” Dewey on Education. New York: Bureau of Publications,
Teachers College, Columbia University, pp. 41-46.

Dworkin, M. S. (December 2015). “Progressive Education and the Science of Education,” Dewey on
Education. Aliya Sikandar, Journal of Journal and Educational Development, Vol. 2 No. 2, pp. 192.

Gregorio, H. G. (2007). Philosophy of Education in Philippine Setting. . Garotech Publishing. 2007.

Parker, F. W. (2008). Democracy and Education 1961, by John Dewey. The University of Chicago Press,
87-95.

Sullivan, P. (1966, May). “The High School Journal” . John Dewey’s Philosophy of Education, Vol. 49, p.
pp. 393.

Sullivan, P. (May, 1966). John Dewey's Philosophy of Education. The High School Journal, Vol. 49, No. 8,
pp. 391-397.
The Philippine Educational System in Relation

to John Dewey’s Philosophy of Education

A Philosophical Paper

Presented to the

College of Liberal Arts – Philosophy

Saint Joseph College

Maasin City

In Fulfillment of

the Requirements for the Degree of

AB Major in Philosophy

By:

Sem. Jude B. Cañete

Diocese of Maasin