F.

JOHN DEWEY’S PHILOSOPHY

CHAPTER III
WHO IS JOHN DEWEY?
Born October 20, 1859
Burlington, Vermont

Died June 1, 1952(aged 92)

New York
Alma mater University of Vermont,
Johns Hopkins University
Religion Western Philosophy

Era 20th-century philosophy

School Pragmatism
Main interests Philosophy of education,
Epistemology, Journalism ,
Ethics
Notable ideas Reflective Thinking[1]
American Association of
University Professors
Inquiry into Moscow show
trials about Trotsky
Educational progressivism
JOHN DEWEY AS;
PHILOSOPHER EDUCATOR
Pragmatist- Progressivist-
a person who is a person who
advocates progress
oriented toward the
in education,
success or failure of politics.
a particular line of
action, thought, etc.;
A practical person.
PHILOSOPHICAL BELIEFS

Radical Empiricism
Experimentalism
Instrumentalism
Pragmatism
JOHN DEWEY’S PHILOSOPHY IS A
PRODUCT OF;
Rousseau’s principles of growth,
pupil activity and individualism
Pestalozzi’s discipline of
sympathy and principles
Froebel’s ideal of learning by
doing
Findings in the study of G.
Stanley Hall
PROGRESSIVE EDUCATION

 Owesto John Dewey’s philosophy of

INTRUMENTALISM.

 INTRUMENTALISM-various forms of
human activity are instruments
developed by man to solve his
problems. (games)
TENETS OF DEWEY’S PHILOSOPHY
We learn by doing
Education is life not a preparation for
life.
Education is growth
The school is primarily a social
institution; and
The center of education is the child’s
own social activities.
 BASIC PRINCIPLES OF TODAY’S
LEARNING(MILLS & DOUGLAS)
Children learn bydoing
Motivation should be intrinsic and natural
Gradual and continuous
Instruction should adapt to individual needs
Natural social settings should constitute learning
situations
Depends upon child’s ability
Comes through senses
Child-best educate as a whole
Teacher-pupil and inter-pupil relationship
Education improve quality living
G. PRINCIPLES OF GOOD TEACHING BASED
ON DEWEY’S EDUCATIONAL PHILOSOPHY
a. Child as core of educative process.
b. Continuously related and interrelated activities
and experiences.
c. Conscious of zeal to be accomplished.
d. Availability of instructional materials and
devices.
e. Provision to meet individual differences.
f. Principles of apperception
g. Best Method-Liberates and encourages
thinking.
h. Governed by democratic principles.
i. Method used supplemented by another
method.
j. Evaluation as integral part of learning
process.
k. Drill and review as integral part
A Synthesis of Dewey’s Thoughts on
Education
I. Dewey’s Education Theories
Education as a necessity of life
Education as a social functions:
1. Simplify the factor that wishes to develop
2. Purifying and idealizing existing social functions
3. Creating a wider and better balanced
environment
Education as Direction(guide)
Education is growth
Education as preparation (present situations)
Education as unfolding- pedagogical devices;
from within.
Education as training of faculties-development
of initiative, inventiveness and adaptability
Education as formation Education as
Recapitulation and Retrospection
Education as Reconstruction-
 Reorganization of experience
 Increase perception
 Fundamental method for social reform
Educationas Democratic Social Function

 Personal interest in social relationship

 Shared human experiences w/c embraces 3key
elements:

a. Common
b. Communication
c. Community
 II. Dewey’s Thought on
Education Aims

A. Natural Development Aim

B. Social Efficiency Aim
C. Cultural Aim
 III. DEWEY’S THOUGHT ON THE
CORRELATIVE ASPECTS OF EDUCATION
A. INTEREST AND DISCIPLINE
B. EXPERIENCE AND THINKING

ACTIVE – EXPERIENCE IS TRYING

PASSIVE- EXPERIENCE IS UNDERGOING

THINKING- Accurate & deliberate instituting of

connections between what is done and its
consequences.
THINKING STEPS:

Sense of a problem
Observation of the condition
Formation and rational elaboration of a suggested
conclusion and;
Active experimental testing.

C. THE NATURE OF METHOD

D. NATURE OF SUBJECT MATTER
 IV. Dewey’s Thought on the
Curriculum
A.Play and Work in the Curriculum
Have means and ends connection.
B. Geography and the Curriculum
Provides the material and medium of development
for mankind.
C.Science
Functions:
Emancipation from local and temporary incidents of
experience and;
Opening of intellectual vistas
H. Basic Principles of Successful Teaching
at Any Academic Level By Olsen, et al.
BASIC PRINCIPLES
1. Educate the whole child.
2. Keep the program informal, flexible, and democratic,
3. Capitalize upon present pupil interests.
4. Let motivation be intrinsic.
5. Make learning experience vivid and direct.
6. Stress problem- solving, the basis of functional
learning.
7. Provide for the achievement of lasting pupil
satisfaction.
8. Let the curriculum mirror the community.