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John Dewey: Progressivism Approach In Education

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John Dewey is known as the father of active learning (J. A. Iantosca, personal communication, Jan. 29, 2018). He was an educator, a theorist, and a philosopher. He developed progressivism in education based on pragmatism which focuses on experience (J. A. Iantosca, 2018, Philosophy). Dewey believed that children learned through experiences and can have a better understanding from them. According to his philosophy, curriculum should be child-centred and experiences should be based on children’s interests and needs (Iantosca, 2018, History, slid 15). Moreover, progressives including Dewey believed children can be more active in the society if they understand the link between them and the community. This is why progressivism approach in education was connected to forming American democracy (Encyclopedia of Education, 2002). …show more content…

His theory is based on existentialism which values individuals and freedom (J. A. Iantosca, 2018, Philosophy). According to the existential approach, children should be respected as themselves and given freedom to reach their goals (Joby, 2016). Humanism also supported child-centred curriculum (J. A. Iantosca, 2018, Historical, slid 45) and Maslow developed the hierarchy of needs pyramid based on existentialism and humanism (Psychology Notes HQ, 2013). He believed children can learn when their basic needs such as food and safety are satisfied (Iantosca, 2018, History, slid

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Overall, they believed, as Urban put it, “that school reform could be used to achieve ⟮social⟯ justice” (Urban 197). Much of their beliefs stemmed from the ideas of philosopher John Dewey. Dewey studied psychology and philosophy, particularly regarding education. He developed laboratory school settings in Chicago for teachers to train and practice working with children. Through Dewey and his students’ discoveries, he concluded that “school itself was a social institution, a part of society….

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They wanted to make society work better/harder. Doing what was efficient for society. For example, preparing one group of kids to be factory workers, or females good cooks and mothers. Dewey was opposed to that because he did not believe in vocational education. As for preparing people for specific jobs.

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One of these reforms was in education. A man named John Dewey believed in learning by doing activities rather than just reading or writing. He argued that the curriculum in schools must be relative to the student's lives or they would not be interested in it. He believed that learning by doing would help children acquire skills that were essential to learning and essential in life. Many believed that under Dewey’s system teachers would not have as much authority, or that students would not learn basic skills and knowledge.

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The first one is Maslow’s need theory which is a motivational theory that illustrates the five types of human being needs in hierarchical pyramid structure. The first type of Maslow’s hierarchy is psychological need such as air, food, shelter, water. The second type is safety needs such as security from outside threats and freedom from fear. The third type is belongings need such as friendship, trust and acceptance, receiving and giving affection and love. The forth type is esteem needs such as self-respect and to be respected from others.

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In “My Pedagogic Creed” by John Dewey explains why he thinks children’s education should be based upon the child’s personal interest and strength; doing so may help children become better members of the social community and society. Main points Dewey explained was: what education is, what the school is, the subject matter of education, the nature of method, and lastly, the school and social progress. What education is Dewey explains that education is a participation in social consciousness of the race which starts at birth this helps the child to shape their own ideals, feelings and emotions. Next, Dewey goes into the educational process which is made up by two sides psychological and sociological. The two sides are related and is both needed

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Dewey and Adams’ writings are about to different things, but in some aspects they both share similarities. Dewey writes about the pros and cons of traditional and progressive teaching, not taking a personal stance on either. Adams on the other hand talks about how public schools is the greatest savior of the immigrant district, and that without school the immigrants would face trouble with the law and family matters in the future. What Dewey and Adams both agree is that education is most important for the youth. After reading Dewey’s writing I believe that traditional and progressive education can be beneficial but only at a certain age.

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He created a dialectic that linked experience and education; these linkages are called Principle of Continuity and Principle of Interaction. According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences. The characteristic of interaction highlights the importance of the dialogue and communication underlying learning; the continuity characteristic emphasizes that the individual learner must be viewed as the key design element in the whole process. In other words, instruction must be designed so that individual learner can effectively build on what he or she knows, and have sufficient resources and assistance to learn.

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Dewey examines why education is fundamental to the nature and perpetuation of any human community, however humble or vast it may be in size and scope of activity. According to Dewey, education is decisive for renewal of human culture and

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My challenge is to move them away from traditional thinking. The Progressivist approach allows me to plan my lessons to develop curiosity in children. Their homework does not involve worksheets but it is hands-on projects based rather than memorization. I aim to serve as a facilitator

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