Dewey's Conception of Interest and its Significance for Teacher Education

Educational Philosophy and Theory 43 (2):112-129 (2011)
Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his philosophy during a seventeen-year period, we can help illuminate the force of his theory while protecting against unfortunate misinterpretations
Keywords effort  education  interest  Dewey
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DOI 10.1111/j.1469-5812.2009.00543.x
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