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System and Theories

System and theories

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Aasiya
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14 views

System and Theories

System and theories

Uploaded by

Aasiya
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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JHON DEWEY

(1859- 1952)
“Education is a life itself”

( John Dewey)
JOHN DEWEY

AMERICAN PHILOSOPHER, EDUCATOR, AND PSYCHOLOGIST WHO MADE


SIGNIFICANT CONTRIBUTIONS TO THE ESTABLISHMENT OF THE SCHOOL
OF FUNCTIONAL PSYCHOLOGY.

JOHN DEWEY WAS BORN NEAR BURLINGTON, VERMONT. AFTER


RECEIVING HIS B.A. FROM THE UNIVERSITY OF VERMONT, HE TAUGHT
HIGH SCHOOL AND STUDIED PHILOSOPHY INDEPENDENTLY BEFORE
ENTERING THE GRADUATE PROGRAM IN PHILOSOPHY AT JOHNS HOPKINS
UNIVERSITY. AFTER RECEIVING HIS PH.D. IN 1884, DEWEY SERVED ON
THE FACULTIES OF THE UNIVERSITY OF MICHIGAN, THE UNIVERSITY OF
MINNESOTA, THE UNIVERSITY OF CHICAGO, AND COLUMBIA UNIVERSITY.
Dewey was a founderJohn Dewey (The Library of
Congress. Reproduced with permission.)of the philosophical
movement called pragmatism, and his writings on educational theor
and practice were widely read and accepted. He held that the
disciplines of philosophy, pedagogy, and psychology should be
understood as closely interrelated. Dewey came to believe in an
"instrumentalist" theory of knowledge, in which ideas are seen to
exist primarily as instruments for the solution of problems
encountered in the environment.Dewey's work at the University of
Chicago between 1894 and 1904—together with that of his colleagu
Rowland Angell (1869-1949)—made that institution a world-renowne
center of the functionalist movement in psychology.
Dewey's functionalism was
influenced by Charles
Darwin's theory of evolution,
as well as by the ideas
of William James and by
Dewey's own instrumentalist
philosophy. His 1896 paper,
Some important books
"The Reflex Arc Concept inwritten by John Dewey
Psychology," is generally - How we think
-
considered the first major Democracy and Education
- Experience and Education
statement establishing the- A common faith
functionalist school.
John Dewey was the most significant educational thinker of his era and,
many would argue, of the 20th century. As a philosopher, social reformer
and educator, he changed fundamental approaches to teaching and learning.
His ideas about education sprang from a philosophy of pragmatism and were
central to the Progressive Movement in schooling. In light of his importance,
it is ironic that many of his theories have been relatively poorly understood
and haphazardly applied over the past hundred years.

Dewey's concept of education put a premium on meaningful activity in


learning and participation in classroom democracy. Unlike earlier models of
teaching, which relied on authoritarianism and rote learning, progressive
education asserted that students must be invested in what they were
learning. Dewey argued that curriculum should be relevant to students'
lives. He saw learning by doing and development of practical life skills as
crucial to children's education. Some critics assumed that, under Dewey's
system, students would fail to acquire basic academic skills and knowledge.
Others believed that classroom order and the teacher's authority would
disappear.
Dewey, the central ethical
imperative in education was
democracy. Every school, as he
wrote in The School and Society,
must become "an embryonic
community life, active with types of
occupations that reflect the life of
the larger society and permeated
throughout with the spirit of art,
history and science. When the school
introduces and trains each child of
society into membership within such
a little community, saturating him
with the spirit of service, and
providing him with instruments of
effective self-direction, we shall have
Dewey held that this
philosophy of nature was
drastically impoverished.
Rejecting any dualism between
being and experience, he
proposed that all things are
subject to change and do change.
There is no static being, and
there is no changeless nature.
Nor is experience purely
subjective, because the human
mind is itself part and parcel of
nature. Human experiences are
the outcomes of a range of
interacting processes and are
thus worldly events. The
challenge to human life,
therefore, is to determine how to
Nature and the construction of ends
Dewey developed a metaphysics that
examined characteristics of nature that
encompassed human experience but were
either ignored by or misrepresented by
more traditional philosophers. Three such
characteristics—what he called the
“precarious,” “histories,” and “ends”—
were central to his philosophical project.

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