This essay on John Dewey, a prominent educator of the 20th century, explores his pedagogical theories and writings that influenced teaching-learning procedures. Dewey's influences are vast and overwhelming in the fields of aesthetics, politics, humanism, and logic. In the center of his educational concept is the child. His democratic leanings and pursuit of liberty, justice, and the value of a child's experience are the roots of Dewey's conception of humanism. Dewey's main concern was the gap between a child's experiences and the expectations put on him. He emphasizes the need of teachers showing sensitivity to the unique differences and needs of their students. A youngster has the potential to be nurtured by a skilled mentor since they are naturally curious, companionable, and productive. As a result, it is the responsibility of the instructor to create a welcoming and productive environment for the students in order to give them excellent educational experiences. These environments are developed by the joint testing of effective teaching and learning strategies by instructors and students. The objective is to promote student independence. Dewey viewed his school as a community where the students are actively involved. This paper focused on Dewey's educational theory, pedagogical considerations, and the links he drew between education, democracy, experience, and society.
| Published in | International Journal of Philosophy (Volume 11, Issue 2) |
| DOI | 10.11648/j.ijp.20231102.13 |
| Page(s) | 28-31 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Philosophy of Education, Humanism, Democracy, John Dewey
| [1] | Sullivan, Phyllis. “John Dewey’s Philosophy of Education.” The High School Journal 49, no. 8 (1966): 391–97. http://www.jstor.org/stable/40366240. |
| [2] | Antonio, Robert J., and Douglas Kellner. “Communication, Modernity, and Democracy In Habermas and Dewey.” Symbolic Interaction 15, no. 3 (1992): 277–97. https://doi.org/10.1525/si.1992.15.3.277. |
| [3] | John Dewey, Democracy and Education: An Introduction to the Philosophy of Education (Monrovia, IN,: Bumbershoot Books, 2019, 190. |
| [4] | Gutek, Gerald Lee. Philosophical, Ideological and Theoretical Perspectives on Education. Boston: Pearson Central Pub., 2014. |
| [5] | John Dewey, Art as Experience, 1934. Carbondale: Southern Illinois University Press, 1987. |
| [6] | Continuum Library of Educational Thought: Twenty-Five (25) Volume Series (London: Continuum, 2007). |
| [7] | Eyler, Janet, Dwight E. Giles, Giles, and Alexander W. Astin. Where's the Learning in Service-Learning? John Wiley & Sons, 2010. |
| [8] | Toulmin, Stephen. The Collected Works of John Dewey, 1882-1953. Carbondale: Southern Illinois university press, 2008. |
| [9] | Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. Monrovia, IN,: Bumbershoot Books, 2019. |
| [10] | Nebeker, Melia L. "The Teacher and Society: John Dewey and the Experience of Teachers." Education and Culture 18, no. 2 (2002): 14-20. Accessed August 15, 2021. http://www.jstor.org/stable/42922389. 15. |
| [11] | McDermott, John J. The Philosophy of John Dewey. Chicago, IL: Univ. of Chicago Press, 2011. |
| [12] | Cunningham, Craig A. Unique Potential: A Metaphor for John Dewey's Moral Self. Washington, D. C.: Distributed by ERIC Clearinghouse, 1993. |
| [13] | John Dewey, How We Think (Eastford, CT: Martino Publishing, 2012). |
| [14] | Bantock, Geoffrey Herman. Education in an Industrial Society. London: Faber and Faber, 1973. |
| [15] | Darling, John. Child-Centered Education and Its Critics. London: Paul Chapman, 1995. |
| [16] | Entwistle, Harold. Child-Centered Education. London: Methuen, 1979. |
| [17] | Barrow, Robin, and R. G. Woods. An Introduction to Philosophy of Education. London: Routledge, 2006. |
| [18] | Dewey, John. The Psychology of Effort. S. L., 1897. |
APA Style
Mohammed Zeinu Hassen. (2023). A Critical Assessment of John Dewey’s Philosophy of Education. International Journal of Philosophy, 11(2), 28-31. https://doi.org/10.11648/j.ijp.20231102.13
ACS Style
Mohammed Zeinu Hassen. A Critical Assessment of John Dewey’s Philosophy of Education. Int. J. Philos. 2023, 11(2), 28-31. doi: 10.11648/j.ijp.20231102.13
AMA Style
Mohammed Zeinu Hassen. A Critical Assessment of John Dewey’s Philosophy of Education. Int J Philos. 2023;11(2):28-31. doi: 10.11648/j.ijp.20231102.13
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Download@article{10.11648/j.ijp.20231102.13,
author = {Mohammed Zeinu Hassen},
title = {A Critical Assessment of John Dewey’s Philosophy of Education},
journal = {International Journal of Philosophy},
volume = {11},
number = {2},
pages = {28-31},
doi = {10.11648/j.ijp.20231102.13},
url = {https://doi.org/10.11648/j.ijp.20231102.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijp.20231102.13},
abstract = {This essay on John Dewey, a prominent educator of the 20th century, explores his pedagogical theories and writings that influenced teaching-learning procedures. Dewey's influences are vast and overwhelming in the fields of aesthetics, politics, humanism, and logic. In the center of his educational concept is the child. His democratic leanings and pursuit of liberty, justice, and the value of a child's experience are the roots of Dewey's conception of humanism. Dewey's main concern was the gap between a child's experiences and the expectations put on him. He emphasizes the need of teachers showing sensitivity to the unique differences and needs of their students. A youngster has the potential to be nurtured by a skilled mentor since they are naturally curious, companionable, and productive. As a result, it is the responsibility of the instructor to create a welcoming and productive environment for the students in order to give them excellent educational experiences. These environments are developed by the joint testing of effective teaching and learning strategies by instructors and students. The objective is to promote student independence. Dewey viewed his school as a community where the students are actively involved. This paper focused on Dewey's educational theory, pedagogical considerations, and the links he drew between education, democracy, experience, and society.},
year = {2023}
}
TY - JOUR T1 - A Critical Assessment of John Dewey’s Philosophy of Education AU - Mohammed Zeinu Hassen Y1 - 2023/06/05 PY - 2023 N1 - https://doi.org/10.11648/j.ijp.20231102.13 DO - 10.11648/j.ijp.20231102.13 T2 - International Journal of Philosophy JF - International Journal of Philosophy JO - International Journal of Philosophy SP - 28 EP - 31 PB - Science Publishing Group SN - 2330-7455 UR - https://doi.org/10.11648/j.ijp.20231102.13 AB - This essay on John Dewey, a prominent educator of the 20th century, explores his pedagogical theories and writings that influenced teaching-learning procedures. Dewey's influences are vast and overwhelming in the fields of aesthetics, politics, humanism, and logic. In the center of his educational concept is the child. His democratic leanings and pursuit of liberty, justice, and the value of a child's experience are the roots of Dewey's conception of humanism. Dewey's main concern was the gap between a child's experiences and the expectations put on him. He emphasizes the need of teachers showing sensitivity to the unique differences and needs of their students. A youngster has the potential to be nurtured by a skilled mentor since they are naturally curious, companionable, and productive. As a result, it is the responsibility of the instructor to create a welcoming and productive environment for the students in order to give them excellent educational experiences. These environments are developed by the joint testing of effective teaching and learning strategies by instructors and students. The objective is to promote student independence. Dewey viewed his school as a community where the students are actively involved. This paper focused on Dewey's educational theory, pedagogical considerations, and the links he drew between education, democracy, experience, and society. VL - 11 IS - 2 ER -
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