David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Value Inquiry 30 (June):43-50 (1996)
The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse and interest are not to be suppressed nor continually vented in unrestrained expression. In view of the plasticity of youth, there is little danger that allowing the role of student interest will lead away from important objectives of the curriculum. Education which respects the integrity of the student is a prerequisite of the kind of educated public suited for fuller participation in the democratic processes which properly direct and reconstruct our social life. The citizen appropriate for a democratic society is neither the dull conformist nor the superficial, gushing, non-conformist or sensualist. Individual impulse and initiative is neither to be damned up nor frivolously expressed. Meaningful participation and fuller social reconstruction require that we respect the social conditions for the possibility of knowledge and its growth, and this is more easily achieved, and more broadly appealing, when we speak of plans for the school environment. Respect for the cognitive and developmental needs of our own children and young people is fundamental to the self-respect of any viable society. Education could be philosophical praxis for a better world.
|Keywords||Education John Dewey Felix Adler|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Jeanne Pietig (1977). John Dewey and Character Education. Journal of Moral Education 6 (3):170-180.
Paul Fairfield (2009). Education After Dewey. Continuum International Pub. Group.
Shane J. Ralston, Education as Family Life: John Dewey on the Ethical Responsibility of School Teachers.
Patrick M. Jenlink (2004). Education, Social Creativity, and the Evolution of Society. World Futures 60 (3):225 – 240.
Allan C. Ornstein (1973). Analyses of Contemporary Education. New York,Crowell.
James J. Carpenter (2006). "The Development of a More Intelligent Citizenship": John Dewey and the Social Studies. Education and Culture 22 (2):31-42.
Rebecca L. Carver & Richard P. Enfield (2006). John Dewey's Philosophy of Education is Alive and Well. Education and Culture 22 (1):55-67.
John Dewey (1980). The School and Society. Feffer & Simons.
John Dewey (1916/2004). Democracy and Education. Dover Publications.
R. W. Hildreth (2011). What Good is Growth?: Reconsidering Dewey on the Ends of Education. Education and Culture 27 (2):28-47.
Added to index2009-10-04
Total downloads45 ( #34,922 of 1,096,454 )
Recent downloads (6 months)5 ( #45,639 of 1,096,454 )
How can I increase my downloads?