John+Dewey

**"I believe that education, therefore, is a process of living and not a preparation for future living"**
 (John Dewey, [|//My Pedagogic Creed//], 1897, par. 8)

John Dewey (1859-1952)

**__Biography__:** John Dewey was born in 1859 in Burlington, Vermont. Growing up in a middle class household, Dewey attended Burlington's public school and was able to graduate early by taking college preparatory courses. After high school, Dewey attended [|University of Vermont] where he was first exposed to evolutionary theory through the teaching of G.H. Perkins. During his time at University of Vermont, Dewey became intrigued by the relationship between the individual and society, leading to his later pursuit of philosophy. His ideas stemmed from a school of thought known as [|pragmatism] which views philosophy "as a vehicle to express the socio-psychological reality within which the individual mind is raised and the contexts through which the individual mind comes to understand its own reality" (Tucker, 2010, par. 3). Philosophy to Dewey was meaningful as it helped him make sense out of the world from real problems. Dewey was a strong promoter of the radical reform of the public education system. He criticized the current educational process, which was monotonous and identified with repetition and memorization, leaving little room for actual learning. He instead advocated an educational system that combined experimentation and vocational training to equip students to solve problems that mirror work carried on in real life (Gouinlock, 1994).

__**Research Interests and Projects:**__
 * Influence on Project Based Learning: Dewey believed that in order to have an effective school, learning must be viewed as an active process, always building on children's natural curiosity and interests to reach the student in the most effective manner (Boisvert, 1998). His idea was that children came to school to do things and live in a community that gave them real, guided experiences that fostered their capacity to contribute to society. This form of active instruction where children bring their experiences and interests into the curriculum to create knowledge and build on existing knowledge became known as Project Based Learning or Constructivist learning. Classroom work in Dewey's school was designed as an extension of the child's familiar life. Dewey believed that the most effective schools constituted small communities where each member had roles, performed tasks and learned what it meant to be productive citizens.


 * Laboratory School: Dewey believed that school was often too passive of an activity and that the structure was built for passive listening instead of active doing. "Classrooms as traditionally designed are hostile to the existence of real situations of experience. They are too far removed from the conditions of everyday life, which will generate difficulties. Such settings overemphasize listening, reading, and the reproduction of what is told and read" (Boisvert, p. 104, 1998). Dewey instead proposed a school that served as a place for children to learn authentic tasks that integrated with society. Dewey and his wife, Alice created a laboratory school which was intended to facilitate research and experiment in an environment that encouraged collaboration in a natural setting.


 * Democracy and Education: Dewey viewed democracy and education as closely tied together as he saw democracy as "organic" and ever evolving as much as education should be. He believed that society and education had no end beyond itself, but rather "growth leading to further growth" (Rusk & Scotland, 1979, p. 218). Dewey believed that the continuity of life in a society depended on communication and sharing common interests and activities, as the "school was a form of community life" (Dewey, 1897). He believed that the current system of education needed to be remodeled, as schooling was unnecessarily long and restrictive, leaving little room for children to explore how they might best fit into society and reach their highest capacities. Dewey promoted a purposeful environment that fostered opportunities leading to thinking, experience and growth. He believed that all students should have the opportunity to take part in their own learning.

**Interesting Facts:**
 * Dewey is considered one of the most famous and influential educators of the 20th century, liberating the education of students from the traditional to the contemporary.
 * Dewey was the head of the department of philosophy, psychology, and pedagogy at the [|University of Chicago]by his mid 30's.
 * He was remarried and started a second family at the age of 87.
 * Dewey established his own[| "laboratory school"] at University of Chicago in 1896 which demonstrated the type of environment that students learn best in. A type of environment in which the activities of the students reflect the life of the larger society.
 * Helped found the [|New School for Social Research], New York


 * Awards & Honors:**
 * 1921- Honorary Ph.D. National University of Peking
 * 1930- Honorary Litt.D. Columbia University
 * 1930- Honorary LL.D. University of St. Andrews
 * 1932- Honorary LL.D. Harvard University
 * 1932- Elected Honorary President of the National Education Association
 * 1938- Elected Honorary President for Life- American Philosophical Association
 * 1946- Honorary D.S. University of Pennsylvania
 * 1946- Honorary Ph.D. University of Oslo
 * 1949- Awarded the Order of Merit by Chile
 * 1951- Honorary Litt. D. Yale University, named honorary VP of NY State Liberal Party


 * Some of his Major Works:**