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Divvy Group (Dewey) (Social Reconstructionism (“Respect for the existing…

- - - - To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently
      - “The child's own instincts and powers furnish the material and give the starting point for all education.” (Dewey, 1897, p. 1).
      - “We are told that the psychological definition of education is barren and formal that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put” (Dewey, 1897, pp. 2).
    - - I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life
      - “I believe that at present we lose much of the value of literature and language studies because of our elimination of the social element. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end” (Dewey 1897 p.7).
      - “I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put.” (Dewey, 1897, p. 2).
      - “The social life of the child is the basis of concentration, or correlation, in all his training or growth” (Dewey, 1897, pp. 5).
        
        “The social life gives the unconscious unity and the background of all his efforts and of all his attainments” (Dewey, 1897, pp. 5).
      - “Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument” (Dewey, 1897, pp. 7).
        
        “Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others” (Dewey, 1897, pp. 7).
    - - “I believe that the social life of the child is the basis of concentration, or correlation, in all his training or growth. The social life gives the unconscious unity and the background of all his efforts and of all his attainments.”
      - “I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which makes civilization what it is.”
      - “I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.”
      - “Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.” (Dewey, 1897, pp. 3).
    - - “I believe that the question of method is ultimately reducible to the question of the order of development of the child's powers and interests. The law for presenting and treating material is the law implicit within the child's own nature."
        
        “I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves. I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism. I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.” (Dewey 2014. P. 9)
        
        “I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator.”
    - - "I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results” (Dewey 1897 p.10).
      - It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results