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Dewey - Coggle Diagram

- - - - Immature
      - Undeveloped being
      - Social aims, meanings, values incarnate in the mature experience of the adult
  - - - seize upon something in the nature of the child
      - upon something in the developed consciousness of the adult
      - insist upon that is the key to the whole problem
      - Serious practical problem occurs
        
        interaction is transformed into unreal, insoluble theoretic problem
        
        the conflicting terms are when seeing the educative as a whole
        
        this starts as the case of the child vs. the curriculum
  - - - unity, whole-heartedness of the child's life
      - specializations and divisions of the curriculum
      - logical classification and arrangement
      - practical and emotional bonds of child life
  - - - involves reaching out of their mind
  - - - logic
    - - law
      - freedom and initiative
      - guidance and control
    - - Erase the prejudice of the gap between the child's experience and the various subject matter that make up the courses
        
        side of the child
        
        seeing how the child's experiences of facts and truth are formed
        
        contains attitudes, motives, and interests in developing and organizing the material given
        
        side of the studies
        
        outgrowths of forces that the child operates in his life and how to discover new steps in that relate the child's experience and their maturity being rich
  - - - he is told to think things out, or work things out fo himself, without being supplied any of the conditions that would require to start and guide thought.
        
        nothing can be developed from nothing.
  - - - They are all equally good and equally good
      - They are all on the same level
      - We should acknowledge the learnings and achievements
  - - - substitute for personal experiences
    - - a summary that is ordered of previous experiences and serves as a guide for future experiences
      - direction
      - control
      - emphasizes effort
  - - - one for the scientists as a scientist
        
        self contained
        
        references portions to each other
        
        connects new facts together
      - the other for the teacher as a teacher
        
        not concerned with adding new facts to the science he teaches
        
        representing a given stage and phase of the development of experience
        
        concerned with the subject-matter as a related factor in a total and growing experience
      - they are not identical, but not conflicting
      - 3 Typical Evils
        
        lack of motivation
        
        the child carries his own to posses the means of its accomplishments
        
        scientific matter that is arranged in logic loses its quality when it reaches the child
        
        it undergoes modification
        
        shut out phases that are hard to grasp
        
        reduce the difficulties
        
        Lack of any connection with what the child has already seen and felt and loved makes the material purely formal and symbolic
        
        the threat is that it remains idle curiosity and allows to fret and obstruct the mind- which results in a burdensome weight
        
        This does not cease
- - - - children learn through being active and pursuing their own interests rather than through drills and recitation
  - - - investigation
      - artistic expression
      - communication
      - construction
      - attaining knowledge
      - socialization
      - exercise
  - - - Example: If a teacher reads to children about the literal process of absorption, the children will probably not understand the process.
      - If children have opportunity to play with sponges and water or sand and water, they will experience the concept firsthand and will be more likely to understand what absorption means.
  - - - acquiring skills to be a productive citizen and using learned skills to become socially responsible.
  - - - inspires to question our own practices and reflect on the ways we teach and learn
- - - - contents are dissolved and reformed rapidly.
    - - unity and completeness of his own life
      - He goes to school and studies are divided of his time.
      - Geography
        
        set of facts and particular point of view
      - Arithmetic
      - Grammar
      - Others as well
      - Classification is not a matter of child's experience
        
        school is classified.
        
        facts are torn away from original place of reference and rearranged with general principle.
        
        ties of affection, bonds of activity,
      - Adult mind
        
        logically ordered facts that it does not recognize
        
        facts are interpreted
        
        It means ability to view facts impartially and objectively.
        
        capacity to analyze and synthesize
        
        highly matured intellectual habits
- - - - Ryder, Alex, Cruz, and Nick are interested in putting all the leaves together in larger piles.
      - JD is ready to jump in the pile of leaves and wants to help collect them.
      - Sammy comments on the different colors of the leaves on trees.
  - - - The teachers add rakes for children to build larger piles and practice their physical abilities.
      - The children build a huge pile they all jump into and become buried in the leaves.
      - This challenges them to take risks and use their senses to explore the leaves in depth.
      - The children argue, collaborate, and engage in meaningful conversations.
    - - The teacher's engage in research to find answers to the children's questions.
        
        They discover that leaves get their color from three pigments
        
        chlorophyll
        
        green
        
        carotenoid
        
        yellow, orange, and brown
        
        anthocyanin
        
        red
        
        The teachers set up a chromatography experiment for chldren to investigate how pigments give leaves their colors.
        
        This helped children to gain knowledge on how the leaves change color.
- - - - the children are learning about science and the weather's effect on trees and changing of the leaves color
      - teacher integrates mathematical concepts by supporting the children as they sort, measure, and classify the leaves.
      - the children are practicing real tasks as they rake the leaves and gather them into piles.
      - the curriculum is relevant and the children are learning practical tasks
      - democratic education example- the teachers and the children learn together and make decisions that affect their interaction as a community of learners