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John Dewey theory on early childhood education

Dewey thought that education was socially created and that adolescents should be the focal point of neurological teaching, not organizations and curricula. Students have to use prior experiences to construct new significance in order to “learn” effectively.

His ideas on learning, especially its function in participation and government, dominate most of his pieces of research. But when it comes to education, he is most recognized for emphasizing practical training, socialization, and a fundamental methodological approach. He also consistently supports the concepts of “self-knowledge, inquiry-based learning, and even self-directed learning.”

He also stated that, “To prepare him for the future life means to give him command of himself” and considered education to be a “process of living and not a preparation for future living.”

John Dewey Theory

Dewey believed that democracy was the main ethical requirement in learning. In The School and Society, he stated, “an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated throughout with the spirit of art, history, and science.” When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service and providing him with instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely, and harmonious. “

Views:

Most people know John Dewey for his contributions to so-called progressive education. Progressive education primarily emphasizes the necessity of learning via experience. Dewey thought that learning occurs best when it is “hands-on.” This positions Dewey within the pragmatism-based educational philosophy.

Realists contend that one must encounter reality. According to Dewey’s educational philosophy, the interaction between pupils and their environment is necessary for adaptation and learning. Dewey believed that instructors and pupils needed to learn together and that the same principle applied to both. His conception of the classroom was firmly anchored in democratic ideas, which encouraged everyone to have an equal say in the educational process.

The Theory of “Learning by Doing”:

John Dewey, as well as other pragmatists, is a firm believer that those learning must interact with reality as it is. According to John Dewey’s educational philosophy, learning requires that pupils adjust to their surroundings.

The John Dewey Education Theory demonstrates that the esteemed thinker shared similar views on educators. His effective learning environment vision was quite akin to democratic principles. According to Dewey, learning happens not simply in the classroom but also between students and instructors, adding value to both parties’ experiences.

Democracy and Education by John Dewey

John Dewey thought that democracy was more than just a political system; it is an ethical ideal. He believed that the core of democracy was participation rather than representation. Additionally, he maintained that democracy and the scientific method should work together harmoniously. He saw a growing and critical research community that drew on their pragmatist values and guiding ideas.

The Principle of Pragmatism in Education:

1. Principle Of Utility: Everything that pupils learn should be useful, according to the principles of utility. It follows that everything must benefit the pupil. A student is not interested in understanding theoretical concepts that are abstract and never relate to their lives beyond the classroom. A learner likes to study topics that are useful in their daily life. Learners will be more interested and motivated to learn if you make the material interesting and practical.
2. Principle Of Interest: The interests of the pupils should be included in the program. According to Dewey, a prominent pragmatic thinker, students’ four areas of attention are discourse, research, building, and artistic thought. As a result, educators should concentrate on developing classes that encourage collaboration, experimenting, making things, and creativity.
3. Principle Of Experience: Interaction is the most valuable thing to pragmatics. All day long, learners can understand abstract ideas, but until they encounter those concepts, they may not grasp them. To help students “learn by doing,” teachers should design a lot of project-based, experimental, and experiential classes.
4. Principle Of Integration: Content for the curriculum is not divided. Science, math, and the arts are not taught in separate courses. Instead, via a process we refer to as “integration,” the pragmatic teacher connects the curriculum’s material. The instructor will help the students develop a comprehensive grasp of the things they are studying by demonstrating how ideas from many courses relate to one another.