Abstract
It is acknowledged that John Dewey founded the intellectual movement known as “pragmatism.” His theories on education and learning have endured and significantly influenced society. This philosophy stays up to date on all the latest advancements. It provides the most recent information on a variety of significant topics, such as the state’s standard core curriculum, accountability, advances in technology regarding educational strategies, changes to schools, a variety of legal decisions, innovative developments in teacher funding and compensation, new teaching methods, instructing authorization, and the future of the profession. Individualized instruction, problem-based learning, dialogic instruction, curricula emphasizing critical thinking abilities, and an educational inquiry mindset are a few of the elements. In his support of using instruments in education, Dewey emphasized active learning more than memory and authoritative teaching methods.
John Dewey is recognized for establishing the philosophical school of thought “pragmatism.” His ideas about learning and teaching have persisted over time and significantly impacted society as much as the biblical teachings greatly influenced society. Instead of seeing education as a means of ensuring people absorb preexisting information, he believed education should cultivate thinking, analytically reflective and socially involved persons, and reflect expectations. This article offers a thorough, approachable, highly theoretical yet valuable overview of John Dewey’s theories of education, goals, and applications in practice (Lowery & Jenlink, 2019). Creating a solid basis for a successful professional life, the sections on philosophy and the history of learning inspire learners to develop their particular teaching philosophies (Ornstein et al., 2017). This philosophy remains entirely up on the latest developments. It offers the most current data on a wide range of essential subjects, including the state’s standard core instruction, transparency, technological advances in learning strategies, reforming schools, variety, legal decisions, novel developments in compensation for educators and funding for education, new methods of instruction, teaching authorization, and profession outlook.
Summary and historical context
After starting his academic life at the educational institution of Michigan, Dewey—raised in Burlington, Vermont, in 1859—became a chair of the “philosophy, psychology, and pedagogy faculty at Chicago.” Dewey was chosen leader of “the American Psychological Association in 1899” and became chairman of “the American Philosophical Association” after five years (Nickerson, 2022). Dewey was well-read and well-respected for his works and opinions on educational theory and practice. He believed there was a tight relationship between psychology, teaching, and philosophy with experience, as taught in the Bible, where people encounter and get to know God via their living experience. Influenced by William James’s theories, Dewey’s functional philosophical thought, and Darwin’s concept of evolution, he is credited with founding the Chicago Institute of Operational Psychology.
Dewey (“1859–1952”) was an “intellectual,” “psychologist,” and teacher who contributed to various philosophical and psychological subjects. His writings still influence contemporary philosophy and pedagogy. Over the past 25 years, much research has been conducted on John Dewey’s concepts, and his applicability to modern education has been acknowledged. This is particularly true of his contribution to pragmatism and progressivism in education.
His educational philosophy evolved and was expressed in his two main writings, “Democracy and Learning,” which reflect the Bible’s teaching for love, humanity, and respect for all. Moreover, “How We Think” in the years that followed. Dewey believed in critical thinking, respect, and cooperation. These publications notably influenced instructional transformation in various educational situations (Miovska-Spaseva, 2016). Throughout the 1990s, instructors from all over the globe who were looking for answers to issues brought up by the state of the world have confirmed these theories.
Critical analysis
Although there is no concrete proof that Dewey’s method enhances student performance, his learning theory seems consistent with modern educational theories. The following points discuss the contribution of Dewey to the education sector:
First is individualized teaching: Methods where learning and instruction are made to be sensitive to each learner’s unique requirements, passions, and background in culture, which reflects Dewey’s educational philosophy. The same appears in biblical teaching, where Christian needs, abilities, and backgrounds exist. It is intended to alter our perception of reality, and in this sense, records exist of Dewey’s interactions with friends, relatives, the church, and school (Myers, 2017). In order to uncover material, activities, and encounters that learners are interested in and which will motivate them, instructors must thus learn about the learners they teach and their particular inspiring goals and aspirations (School resources, n.d.). I have connected what I acquire to my situations and way of life.
Problem-based education and project-based learning which both follow Dewey’s learning concepts. These methods start with a real-world assignment or issue that is intricate, all-encompassing, multi-layered, cooperative, and requires research meant to broaden the student’s expertise, skills, and comprehension (School resources, n.d.). This component assists learners in formulating rational assumptions. This aligns with the Bible’s teaching, which requires Christians to understand and acquire wisdom for all factors of Christian living.
Building on Dewey’s theories regarding the significance of interpersonal relationships and communication, dialogic instruction emphasizes the value of open discussion among learners and meaning-making for understanding (School resources, n.d.). This aligns with the biblical teaching that requires Christians to fellowship and discuss the word of God together. According to Dewey, education facilities should mimic real-world settings, enabling kids to engage in instructional endeavors flexibly and interchangeably (Williams, 2017). For instance, learners may be prevented from lifting their hands to talk during a class since doing so causes them to pay more attention to what is being said next than to the person talking at that moment.
Analyzing critically – curricula centered on critical thinking skills demonstrate Dewey’s tackle to teaching by having learners participate in psychological contemplation and research, criticism, and test, as well as assess assertions of knowledge, make relationships, employ their knowledge in a variety of contexts, and go in-depth instead of being handed immediate responses or hurried via an array of topics (School resources, n.d.). In order to advance learning and thinking, Dewey’s educational theory emphasizes the use of creativity, which I have employed over time.
An instructional inquiry attitude is encouraged by Dewey’s viewpoint on education. According to his fundamental tenets for learning and instruction, educators should foster vibrant transparency to opportunities in addition to a dedication to reflecting on what they have learned from encounters, be tolerant of experiencing uncertainty, and use setbacks as a chance to gain greater awareness of themselves, their learners, the topic, and their surroundings (School resources, n.d.). The same is required from biblical teaching, with Christians being required to be tolerant and learn from experience. Dewey had been on a unique spiritual quest (Smith, 2021). Moreover, Dewey had a distaste for the supernatural and contributed to theological writings (Fitch, 1944).
Drawing on his philosophy and psychology beliefs, Dewey advocated for instruments in learning, emphasizing active learning over authoritative teaching strategies and memorization for current education. He promoted parental involvement in education while experimenting with educational approaches and curricula. According to Dewey’s educational theory, which emphasizes “pragmatism,” education ought to foster the development of thoughtful, perceptive, and socially conscious individuals instead of making them passive consumers of preexisting information, as is the case now. While Dewey acknowledged the value of classical topics, he also thought that they should be combined with the hobbies and skills of modern learners. As a result, Dewey created the idea of research driven by a desire and involved thinking through issues, testing theories, and coming up with workable answers.
Conclusion
In conclusion, this philosophy remains up-to-date and offers the most current data on essential subjects. John Dewey was an intellectual, psychologist, and teacher who contributed to various philosophical and psychological subjects. Some aspects include individualized teaching, Problem-based education, dialogic instruction, curricula centered on critical thinking skills, and instructional as inquiry attitude. Dewey advocated for instruments in learning, emphasizing active learning over authoritative teaching strategies and memorization for current education.
References
Fitch, R. E. (1944). John Dewey and Christian Education. Christian Education, pp. 22–32. https://www.jstor.org/stable/41175055
Lowery, C. L., & Jenlink, P. M. (Eds.). (2019). The Handbook of Dewey’s Educational Theory and Practice. Brill. https://books.google.com/books?hl=en&lr=&id=j8CnDwAAQBAJ&oi=fnd&pg=PA3&dq=The+Handbook+of+Dewey%E2%80%99s+Educational+Theory+and+Practice&ots=aC1K49W36F&sig=xHQGkHOX00GFEdxl3RF_X8oklIs
Miovska-Spaseva, S. (2016). The educational theory of John Dewey and its influence on educational policy and practice in Macedonia. Espacio, Tiempo y Educación, 3(2), 207-224. https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/download/107/92
Myers, W. R. (2017). John Dewey, God, and the religious education of the American public. Theology Today, 74(2), 157–171. https://journals.sagepub.com/doi/abs/10.1177/0040573616688732
Nickerson, C. (2022). John Dewey | Biography, Philosophy, Pragmatism, & Education – Simply Psychology. Www.simplypsychology.org. https://www.simplypsychology.org/John-Dewey.html
Ornstein, A. C., Levine, D.U., Gutek, G., & Vocke, D.E. (2017). Foundations of education (13th ed.). Wadsworth. https://books.google.co.ke/books/about/Foundations_of_Education.html?id=9MpjzgEACAAJ&redir_esc=y
School resources. (n.d.). THE EDUCATION HUB. https://theeducationhub.org.nz/category/school-resources/
Smith, D. E. (2021, March 19). John Dewey’s Public Schools Replaced Christianity With Collectivist Humanism. Illinois Family Institute. https://illinoisfamily.org/education/john-deweys-public-schools-replaced-christianity-with-collectivist-humanism/
Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 7. https://digitalcommons.buffalostate.edu/cgi/viewcontent.cgi?article=1147&context=jiae
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