Educational philosophy

Written By:Jessica John,Jasmine Joseph,Jessica Gervasius,Maria ,Sarah Farah,Micchelle INTRODUCTION: Although he is no longer widely known, John Dewey was a writer, lecturer and philosopher whose theories had a profound influence on public education in the first half of the 20th century, especially in the United States. In his career he also worked at the University of Minnesota, the University of Chicago and Columbia University, and lectured all over the world, including in China, Japan and Scotland. His works include Democracy and Education (1916), Art as Experience (1934) and a series of lectures collected as Experience and Nature (1925). John Dewey (1859-1952) lived from the Civil War to the Cold War, a period of extraordinary social, economic, demographic, political and technological change. During his lifetime the United States changed from a rural to an urban society, from an agricultural to an industrial economy, from a regional to a world power.

Written By:Mehmal,Noreen,Razia Gill,Sangeeta,Samina Anita,Shazia Dewey’s Moral Philosophy Dewey formed his moral Philosophy in the period of extraordinary social, economic, demographic, political and technological change. He felt that traditional morality and philosophical ethics served the interests of elites. He realized that moral practice needed to be thoroughly revisited and reconstructed that they are able to respond according to the circumstances. Dewey emphasizes to use reflective intelligence to revise one’s judgment in the light of the consequences of acting on them. He considers value judgment as a tool to enable one for satisfactory redirection when habit is no longer enough. For Dewey human behavior is more important than action it includes unconscious and unreflective activity produced by instinct and reaction. Impulse Impulse includes what we would call today drives, appetites, instincts and unconditioned reflexes. Impulsive activity is not purposive. It involves no ide

Traditional vs. Progressive Education Judgment- The Interpretation of Facts Education and Democracy Written By:Mehreen Saleem,Rachel Paul,Rehmat Valliani,SaniyaSultan Ali,Sarah Francis,Sonia Daniel Traditional vs. Progressive Education It is in human nature that they are inclined to think in terms of Either-Ors. Dewey suggested that when humans encounter practical situations, they realize that their notion of Either-Ors is not applicable in most of the situations. The idea of Either-Or is also present in the history of educational theory. One idea proposes that education is development from within which focuses on the role psychology or natural endowment in the development of a person. Whereas, the other idea presents the role of sociology or external environment in human development and says that education is formation from without. The above mentioned contrasting ideas of education take the form of traditional (Education is formation from without) and progressive (Education is develo

Introduction: John Dewey is one the great and famous thinker of 20th century. His book “Democracy and Education” is one of the authentic books. He was born in America on 25 October 1859. He was awarded degree of PhD at the age of 25 years. Dewy served as a professor of philosophy in many universities of America. PRAGMATISM: Taneja (2001) claimed that The term pragmatism is derived from Greek word meaning action from which the words practical and practice have come.. Pragmatists are practical people believing in finishing the book here, solving the problem now making the social contact immediately striking the business deals at once. The emphasis of pragmatism is on action rather then on thought. Thought is subordinated to action it is made an instrument to find the suitable means for action that is why pragmatism is also called instrumentalism. According to this the thinker is the manipulator not is holder he is engaged in his actions. Ideas are tools. Thought enlarges its scope a