John Dewey Quotes And Sayings
Sometimes we even get caught up with multiple and unaligned teaching pedagogy and methods. we have all of the BL’s which include; PBL, PrBL, DBL, CBL, GBL, IBL, SBL, and ABL. Let’s not forget STEM education, unless if your school has initiated STEAM, STREAM, or even STEAMIE! Of course, there is still Flipped Learning, 1 to 1 Programs, Blended Learning, Maker Movements, Genious Hours, SAMR, Learning Targets, 21st Century Learning, the 4C’s, Personalised Learning, Digital Textbooks, and OER! I believe all of these can work together by looking at all of them from Dewey’s thought in this quote.
Take a moment to read about my A-G Learning Blocks that I am currently working on that connects with this Dewey quote. From Dewey’s educational point of view, this means that students must interact with their environment in order to adapt and learn. Dewey felt the same idea was true for teachers and that teachers and students must learn together. His view of the classroom was deeply rooted in democratic ideals, which promoted equal voice among all participants in the learning experience. For many, education’s purpose is to train students for work by providing the student with a limited set of skills and information to do a particular job.
In The School and Society and Democracy of Education , Dewey claims that rather than preparing citizens for ethical participation in society, schools cultivate passive pupils via insistence upon mastery of facts and disciplining of bodies. At the same time, Dewey was alarmed by many of the “child-centered” excesses of educational-school pedagogues who claimed to be his followers, and he argued that too much reliance on the child could be equally detrimental to the learning process.
In this second school of thought, “we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality and quantity of learning” (Dewey, 1902, pp. 13–14). According to Dewey, the potential flaw in this line of thinking is that it minimizes the importance of the content as well as the role of the teacher. Just as in the animal and vegetable kingdoms, an individual comes into being, so to speak, grows, remains in being, declines and passes on, will it not be the same for entire species? Had religion not enlightened us on the origin of the world and the universal system of being, what a multitude of different hypotheses we would have been tempted to take as nature’s secret! Since these hypotheses are all equally wrong, they would all have seemed almost equally plausible.
The question of why anything exists is the most awkward that philosophy can raise- and Revelation alone provides the answer. Every time I read this I wonder if our traditional education institutions honor this idea. How do we arrange our subject matter and how often are related content areas taught in isolation? I do believe that STEM education provides some answers, but in many STEM schools the content may be embraced but the arrangement of subject matter has not changed. I also believe that Dewey may be suggesting that method and material must work together in order to provide real learning.