Slide 1 : Dr. Sushil Kumar SinghLOVELY SCHOOL OF EDUCATIONLOVELY PROFESSIONAL UNIVERSITYPUNJAB JOHN DEWEY
Slide 2 : Distinguished educator, philosopher and thinker of America(B1859)
Started career as a school teacher after graduating from Vermont University
Left job for study and obtained Ph.D. degree in Philosophy in 1884, Hopkins University
Worked as Professor for several years at the universities of Minnesota, Michigan, Chicago and Columbia, New York
Invited by Govt. of Turkey for reorganization of national schools
Philosophy, not only speculative but based on actual experiences in the classroom
Founded University Laboratory School, Chicago, for the chief objective of testing educational theory through experiments
Slide 3 : The School and Society:
-Published 1900, revised 1915
-Describes the rationale behind the University Elementary School that made his pedagogic approach famous
The Child and the Curriculum 1956
Argues against two extremes of educational theory:
– Subject matter should be emphasized at the expense of the child's individual peculiarity
– Personality and character of the child are more important than subject matter
Slide 4 : Democracy and Education 1916
-Describes how the ideas underlying a democratic society can be applied to educational practice and the growth of society
-“The teacher should be occupied not with subject matter in itself but in its interaction with the pupils’ present needs and capacities. Hence simple scholarship is not enough.“
-The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
Slide 5 : Various Names: Experimentalism, Functionalism, Instrumentalism, Operationalism, Practicalism, Pragmatism and Progressivism
-The business of educator is to select the experiences which would enable the individuals to live creatively, constructively and fruitfully in the changing environment
Meaning of Education: “Education is the process of reconstruction or reconstitution of experience, giving it a more detailed value through the medium of increased social efficiency. – What nutrition and reproduction are to physiological life, education is to social life.”
True education comes through the stimulation of the child’s powers by the demands of the social situations in which he/she finds himself.
Slide 6 : Concept Of Social Efficiency: 3 Elements
-Efficient industrial development and art of living
-Economically self-sufficient
-Qualities and values of an enlightened citizen
Functions of Education: To help
-Development of character, which means organized capacity of social functioning
- Growth of social interest and responsiveness
-The growing of the helpless young man into a happy, moral and efficient human being
Child’s Place in the Educative Process:
-Education must take care of the child’s capacities, interests and habits- they must be translated into their social equivalent; in the way of social service
Slide 7 : CURRICULUM: Should
Child-centered; interests, experiences and needs
Reflect social life and social activities-utility
Follow the principle of progressive organization of knowledge- new experiences and problems should grow out of the old
Flexible and changeable in accordance with child’s interests
METHODS OF TEACHING: All learning must come as a by-product of action and for its own sake-concept of observation and direct experience. Recommended the project method- based on problems, activities, experiments and interests of the learners.
-Learning by doing
-learning by integration and correlation
-learning by creative activities
Slide 8 : DISCIPLINE:
Through the co-operative activities of the school
Intellectual, social, moral and physical activities are disciplinary in effect if carried out in co-operation with others
ROLE OF THE TEACHER:
Engaged not simply in the training of the individual, but in the formation of the proper social life
Social servant; for maintaining social order and right social growth
Prophet of the true God, guide and director
Slide 9 : Objective: training for a living in society
Main Problems:
-to bring school closer to home and life
-to introduce subject matter in various disciplines to impart a positive value in life
-instruction with everyday experience and occupation
-individual powers and needs be catered to
Graded curriculum: based on four fold interests;
-in conversation and
communication
-in inquiry
-in making things or construction
-in artistic expression School life Periods
Play : 4-8 yeas
Spontaneous attention:
8-12
Affective attention:
12 onwards
Slide 10 : Does not suggest definite aim of education
Attaches more importance to materialism
Doesn’t accept any truth as permanent
Puts excessive emphasis on individual differences
Lays too much emphasis on experiences
Neglects the religious education- it may destruct the roots of humanistic values and social ethics