5010 Unit 1 Written Assignment
5010 Unit 1 Written Assignment
5010 Unit 1 Written Assignment
Written Assignment
Dr Alison Binger
June, 2021
John Dewey was a 20th Century academic philosopher and educator who is admired for his
revolutionary approach to the purpose of education not only in American education but the world
at large. This paper seeks to explain Dewey’s purpose of education, analyze three principles of
Dewey’s philosophy and their influence on education, and assess how these principles align with
Dewey proposes learning by doing rather than learning by passively receiving. Dewey believed
that every child is active, inquisitive and ready to explore. (Davis, 2017). According Mintz
(2017, as cited in Dewey, 1916), Dewey proposes an education which will allow individuals to
grow, and/or be enlightened citizens who can utilize their skills and interests to secure social
efficiency. According to Dawson (1961), the purpose of education for Dewey is not
communication of knowledge but rather the sharing of social experience in order for the child to
Therefore, Dewey believed that education should be child-centered and also provide serene
environment where there can be space and guidance for them to grow in character, social, and
Again, unlike the traditional philosophy which has its purpose of education solely for
memorizing knowledge or vocational skills, Dewey is of the view that the purpose of education
should be helping students to learn how to live with social competence or citizens with ethical
The first principle of Dewey’s philosophy is learning through personal experience. Dewey is the
most famous advocator of progressive educational approach which emphasizes the need to learn
by doing. For Dewey, human beings learn through a 'hands-on' approach. Dewey believed that
education is all about experience rather than passively taking in fixed information from
textbooks and teachers. (Dewey, 1986). For Dewey, education must be child-centered where the
interest, needs, and experiences of the child are emphasized. For example, if a child is interested
about a particular topic, a sound environment must be created in order to acquire knowledge in a
meaningful way. This means that it is the responsibility of the teacher to make education
appealing to the child by keenly involving him/her in the process rather than passive information.
(Dewey, 1986).
This principle of learning through personal experience has influence on the Montessori model
model schools, students are seen working independently and in groups, often with specially
designed learning materials to engage them. According to Williams (2017), students are inspired
in the Montessori model school to take charge of their own studies, identifying, and doing
projects that interest them with teachers serving as guides to their learning.
The second principle of Dewey’s philosophy is social efficiency. The school is a social
institution which should be organized in a way that the outer world activities are reflected. In the
educational principle of social efficiency, students are urged to gain their interests and
capabilities around like-minded persons, to allow adaptation to change and a broader view of
their work and its impact. (Mintz, 2017; Drost, 1977). According to Dewey (1986), a student
must be allowed to participate in social activities and relationships with others which will give
him or her social consciousness. In so doing, the school can direct, guide, and control the inborn
propensities of the child in socially desirable channels. For Dewey, the schools have to offer
lessons that combine the needs and interest of a student and those of society (Talebi, 2015).
This principle of social efficiency has great influence on Problem-Based Learning (PBL).
Problem Based Learning is a model of teaching and learning by which students can obtain the
content knowledge and skills so that they can answer questions based on an authentic challenge,
need, problem or concern. Here the learner applies knowledge learned to real-world problems by
working with others to provide solutions to real-life problems. The role of the teacher in PBL is
to be a guide who governs the educational journey of the student so that he/she can fully examine
the social impact of his/her decision in order to apply past experiences to the present problem for
The third principle of Dewey’s philosophy is that education is life. Dewey sees education as life
but not a preparation for life because the child lives in the present but not the future. (Shawal,
n.d.). For Dewey, educative process must be naturally based on the present needs and interests of
the students since they live in the present. Therefore, the school has to train students to
participate in social life effectively because the basic purpose of the school is to guide them in
cooperative living in order to live in a democratic society, so that they can gain deeper
understanding of life since education is life. (Shawal, n.d.). Thus, the day-to-day activities of
deigned to give students all-round experiences. Therefore, this principle helps curriculum
The International Baccalaureate education focuses on child-centered approach where students are
offered the means to think critically and independently, and how to inquire with care and logic.
(IBO, 2013). This is similar to Dewey’s philosophy of child-centered education where the
interest, needs, and experiences of the child are emphasized. Again, Dewey’s philosophy of
democratic education is been practiced by the IB where learners development is based their own
interests and experiences. Further, just as Dewey believed that if a child is interested about a
meaningful way, IB promotes that learning should occur in environments that can promote
collaboration, and a shared sense of purpose and belonging. (IBO, 2018). IB learning process
which advocates for participation, advocacy, social justice, social entrepreneurship, or lifestyle
choice (IBO, 2018) is very well aligned with Dewey’s theory of utilizing learnt skills and
Davis, A. (2017, July 8). D is for John Dewey: His approach to education. Retrived
from https://www.thepositiveencourager.global/john-deweys-approach-to-doing-positive-
work/
Dewey, J. (1986). Experience and Education. The Educational Forum, 50(3), 241-252.
https://doi.org/10.1080/00131728609335764
fromhttps://www.ibo.org/about-the-ib/
https://resources.ibo.org/pyp/works/pyp_11162-51464?root=1.6.2.14.5.3&lang=en
Mintz, A. (2017). What is the purpose of education? Dewey’s challenge to his contemporaries. In
Shawal, M. (n.d.). 4 main aims of education as advocated by John Dewy. Retrieved June 22,
advocated-by-john-dewey/69151
Talebi, K. (2015). John Dewey - Philosopher and educational reformer. European Journal of
https://files.eric.ed.gov/fulltext/ED564712.pdf
Williams, M. K. (2017). John Dewey in the 21st Century. Journal of inquiry and action in
https://digitalcommons.buffalostate.edu/jiae/vol9/iss1/7/
Yew, E. H. J. & Goh, K. (2016). Problem-based learning: An overview of its process and impact
on learning. Health Professions Education, 2, 75-79. Retrieved June 21, 2021 from
https://www.sciencedirect.com/science/article/pii/S2452301116300062