Divvy Group Findings #5 Progressivism: Dewey and Kostylo (Progressivism:…
Divvy Group Findings #5 Progressivism: Dewey and Kostylo
social change in education
"education can lose sight of social problems" (Kostylo, 2014. p. 28)
how education has advanced and continues to change within society and modern times
Maintaining the past ways and patterns, and passing them down from generation to generation.
“The idealistic approach to learning assumes that you first learn about the structures of our mind, the microcosm.” (Kostylo 2014, p. 26)
"Unlike perennialism, essentialism is open to the idea of democracy. However, the adopted assumptions of this model make the understanding of democracy inflexible and closed. “ (Kostylo 2014, p. 26)"
“The most capable should be trained in this model of education, because by providing them with an above-average efficiency of mind, God showed them their place at the top of society.” (Kostylo, 2014, p. 25)
In perennialism, those at the top of society are assumed to belong there. Anyone who is not born into power does not have a way to gain it.
"... acknowledge the three „R's”, i.e., reading, writing and arithmetic, and certain elements of history, geography, literature, science and foreign languages as proper content..." (Kostylo, 2014, p. 24)
main purpose is to educate leaders
ARTICLE FIVE. THE SCHOOL AND SOCIAL PROGRESS
He believed that teachers were prophets sent from God to teach individuals to be social and to grow
ARTICLE FOUR. THE NATURE OF METHOD
Dewey believed that the most effective methods are the ones that relate to the lives of students.
Dewey believed that learning should be interactive and should ask tough questions to help students develop their own ideas
Dewey talks about image as a method for education. He tells us that if we as teachers can get a student to explain how they see a subject then you know they understand it.
ARTICLE THREE. THE SUBJECT-MATTER OF EDUCATION
Real world connections should be able to be made to every concept. Dewey says that concepts are not valuable if they can't be connected to the lives of students.
Dewey explains that he believes social interaction to be more important than classroom content.
Students should not be abruptly introduced to academic subjects, they should be introduced to things that connect to the lives of students.
ARTICLE TWO. WHAT THE SCHOOL IS
“I believe that education, therefore, is a process of living and not a preparation for future living.” (Dewey, 1897)
The focus should be on the here and now. The current reality of the students is the most important.
ARTICLE ONE. WHAT EDUCATION IS
Dewey believes that true education comes from the child learning from social interactions
I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers.”
John Dewey: Learning by Doing