This research paper will discuss the purpose of education focusing on Dewey's theories and the impact of Western Education with an emphasis on the use of the International Baccalaureate Programme and its relevance in the context of curriculum development. There are several factors influencing education by looking at the history of education and the nature of supplying social efficiency, and cultural aim. Dewey´s Philosophy of education was discussed with the purpose of education and experiences, the teacher and child, and how these principles align with the ideology of an IB education. The conclusion highlights that a connection exists between the various IB profiles focussing on the students being risk-takers, open-minded, principled, reflective, thinkers, inquirers and balanced and the educational philosophy of Dewey.
Abstract
The following research paper will discuss the purpose of education focusing on Dewey's theories and the impact of Western Education with an emphasis on the use of the International Baccalaureate Programme and its relevance in the context of curriculum development. There are several factors influencing education by looking at the history of education and the nature of supplying social efficiency, and cultural aim. Dewey's Philosophy of education was discussed with the purpose of education and experiences, the teacher and child, and how these principles align with the ideology of an IB education. The conclusion highlights that a connection exists between the various IB profiles focussing on the students being risk-takers, open-minded, principled, reflective, thinkers, inquirers and balanced and the educational philosophy of Dewey.
Keywords:Dewey's theory, Education, International Baccalaureate Programme,
Introduction
Education has evolved in many ways from the time we attended school, the need for technology and innovation allowed students to excel in more ways through exposure to various tools we never had access to when we attended school. The use of having the world available through the internet, being able to tweet with other students, create blogs, share ideas and use their IB skills of being natural inquirers has made education more accessible to most, especially students from different backgrounds and cultures.
History of Education
Looking back to the history of education in the context of the different educational philosophers one can outline the work of Dewey and his contribution to the teaching profession overall. By studying the works of Dewey we can make the following assumptions as outlined by Mintz (n.d.) who stated:
When Dewey articulated his “democratic conception of education”... he applied the standards it entailed to the educational philosophies of Plato, Rousseau, Fichte and Hegel. In his positive account of democratic education, coupled with this critique of these influential educational philosophies. Dewey had consciously staked a position in a conversation about the purpose of education that has spanned millennia. Then, after identifying those historical accounts, Dewey outlined criteria for good educational aims ( p. 1).
Furthermore, it can be concluded thatDemocracy and Educationwere important to Dewey as outlined in Chapter Nine focuses on robust engagement with a challenge to his contemporaries’ educational aims. He critiques in greater detail his contemporaries’ arguments, whilst reconstructing and appropriating natural development, social efficiency, and culture into his own account of education (Mintz, n.d).
The three most important ideologies related to Dewey within education would be:
- Nature as Supplying the Aim
- Social Efficiency as Aim
- Culture as Aim
Nature as Supplying Aim
Mintz (n.d.) suggests that: “The educational reformers and practitioners that formed these schools were progressive - and are now typically labelled child-centred, pedagogical or romantic progressives” (p. 3). That they rejected the traditional, fixed curriculum and encouraged active and experiential learning. Students would only learn when they were motivated to do so.
Psychologists were challenged by traditional education in similar ways. Developing mentalists concluded that in order to begin education an appropriate and compelling curriculum was required rather than subjecting students to ideas about which adults were eager for them to learn (Mintz, p. 3). From a teacher's perspective, I agree with this statement and believe that a fixed curriculum allows progression for students. Setting clear goals and objectives are easily attainable to achieve, with the correct support, and guidelines.
Social Efficiency as Aim
Dewey criticises his contemporary child-centred progressives indirectly through Rosseau; he is more likely to be direct in his attack on social efficiency progressives. These can also be called administrative progressives, rejecting traditional education on similar grounds as child-centred progressives (Mintz, n.d). Traditional education, I strongly agree, does not always allow a student to flourish academically, comparing statistics today with the academic progress of what students achieve and obtain might differ in data. There could be several factors influencing those scores, and it is a teacher's responsibility to create a positive classroom environment for that particular child to flourish.
Culture as Aim
When one thinks of culture we immediately think of cultural heritage and what It can be outlined by Mintz (n.d.) who reiterates that:
If social efficiency progressives emphasised the utility of the individual for the good of the state, advocates of culture emphasised the development of individual personality But unlike the child/centred progressives who valorized the instincts and interest of students, those who emphasised culture believed that a cultured personality only emerges through an encounter with the preeminent products of human civilization (p. 9).
It can be concluded that Dewey reconceived social efficiency as the potential product of more democratic education, he made the case further for culture as a student who turns to the cultural products of the past greatly benefits and can fully contribute to the present (Mintz, n.d.). It is important to allow cultural diversity within a classroom situation, students from different countries speak different languages but have the same moral values, ethics and educational reforms.
Dewey’s Philosophy of Education
As Sikander (2015) discusses in his research that “Dewey was largely inspired by Marz’s theory of social struggle and conflict between two classes” (p. 192). It was also outlined in comparison that “Marx stresses that social analysis should focus on class structure and relations” (p. 193). This can be reflected in his writings on democracy and education expresses his philosophy of education as a way of social reform. The establishment of more progressive schools during the 18th century and the effort to liberate traditional schools’ system of education. Learning requires a structure and order is based on a clear theory of experience (Sikander, 2015, p. 193). Marz’s theory could be beneficial for students in a classroom setting?
Dewey’s Philosophy of Education and Experience
It can be concluded that we see a close link between a child’s life and his experience as a continuous process, which should be the basic aim of education. To be a human is very important as outlined by his philosophy of humanism. As a child discovers by doing, the child is explicitly realising the main actor of the entire learning process. The experience for children should involve a dual process of understanding and influencing the world around us.
The curriculum is important to allow the capacity to experience individual differences and for students to value their overall educational experiences. He strongly believed in supporting experiential learning, where students were exposed to collaborative learning experiences (Sikander, 2015). These statements can be argued in terms of how it has reformed education over a period of time? The most rewarding experience for a teacher is to allow their students to be creative.
The role of the teacher and the child
Teachers must allow learning processes, which should be planned considering their students’ aptitude. Help them to develop problem-solving. Sikander (2015) confirms that: “the most important factors are the development of the individual child” ( p. 197). I have to completely agree with these statements. Without a particular aptitude for any subject, it is impossible to stimulate a student and encourage them to reach their full potential.
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- Citar trabajo
- PhD Candidate - Music Education - Doctoral studies Mario Maxwell Müller (Autor), 2022, Impact of John Dewey on Western Education. Theories and the Purpose of Education, Múnich, GRIN Verlag, https://www.grin.com/document/1240282
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