John Dewey’s Philosophy of Education

John Dewey (1859-1952), a major American intellectual, believed that an individual participated in society and this started just after birth and continued throughout life along the way shaping the individual. He felt that education was a process that was largely learned from participation and not from formal education and that the individual gradually shared values with the society. He felt that there was a psychological and a sociological nature to the educational process. He felt that the educational process had to have insight into the psychological nature in order for real education to proceed.

He concluded that it is impossible to predict what the future may hold and it is then impossible to prepare completely for some civilization years later in which the child will find themselves. This means that all children must be able to adjust to changing conditions and then must rely heavily on the child’s own ability and “powers” to adapt. He felt that the individual must be educated as a social individual and form a bond in the total union. He felt that education must start with the psychological nature of the child’s capacities, interests, and habits and controlled at every point by reference to the psychological considerations.

He considered school a social institution and should become a community and that education is a process of living and preparation for future living. The school should represent real life although in a reduced and simplified manner. He felt that the child should grow from the social framework at home and school. He felt that activities at home and school should reflect the activities that the child will encounter later in life.

He felt that the teacher should not impose ideas, but rather to select the influences which affect the child. He felt that the discipline of the school should come from life as a whole and not from the teacher. He felt that examinations only served to identify areas needing help and to reveal abilities. He felt that the social nature of the child required the more intense consideration because the child would have to interact with the society each and every day of their life, but would not have to interact with each subject in the curriculum on a daily basis.

His philosophy concluded that many subject areas do not sufficiently link the subject into the framework of society and as such have an incomplete approach toward that content area. and that the active side of nature preceds the passive side of natural development. He felt that the interests of the child are leading the educational process in a direction of self-empowerment for the child that if developed could lead toward a life-long educational commitment.

He felt that education changes lives and leads toward social progress and reform.

Pre-teachers may want to review many more aspects of John Dewey’s philosophy of education as they try to develop their own personal philosophy and should also review the philosophy of other great leaders in the field of education.