John DeweyJohn DeweyU.S. Educator, Pragmatist Philosopher, U.S. Educator, Pragmatist Philosopher,

& Psychologist& Psychologist

HDP Biography SeriesHDP Biography SeriesHarvard Graduate School of EducationHarvard Graduate School of Education

Joanna ChristodoulouJoanna ChristodoulouOctober 5October 5thth, 2005, 2005

Education is life itself.Education is life itself.--John DeweyJohn Dewey

Who was John Dewey?Who was John Dewey?

Tracing the footprints of a giantTracing the footprints of a giant

–– Personal HistoryPersonal History

–– Professional AccountProfessional Account

–– Implications of Work & IdeasImplications of Work & Ideas

–– Legacy & ContributionsLegacy & Contributions

Contextualizing DeweyContextualizing Dewey’’s s InfluencesInfluences

Periods of American EducationPeriods of American Education

–– Colonial Period, Colonial Period, ~1600~1600--17761776

–– Early National PeriodEarly National Period, ~1776, ~1776--18401840

–– Common School PeriodCommon School Period, ~1840, ~1840--18801880

–Progressive Period, ~1880-1920

–– Modern PeriodModern Period, , ~1920~1920--presentpresent

Source: (Berger, 2005)Source: (Berger, 2005)

A Personal HistoryA Personal History

Born October 20, 1859 in Burlington, VermontBorn October 20, 1859 in Burlington, VermontLived until the age of 92Lived until the age of 92

FamilyFamily–– Parents came from farming familiesParents came from farming families–– MiddleMiddle--class household in a mixed community of "old class household in a mixed community of "old

Americans" and new Irish and Canadian immigrants Americans" and new Irish and Canadian immigrants –– 2 brothers (out of 3, 1 died in childhood)2 brothers (out of 3, 1 died in childhood)

–– Married twice (1Married twice (1stst wife passed away) and had several wife passed away) and had several childrenchildren

Source: (Source: (EckerEcker, 1997), 1997)

DeweyDewey’’s Early CVs Early CV

EducationEducation–– Completed high school in 3 yearsCompleted high school in 3 years–– Attended University of Vermont in 1875 at 16 years oldAttended University of Vermont in 1875 at 16 years old

““Curriculum focused on Greek and Latin, English literature, math,Curriculum focused on Greek and Latin, English literature, math, and and rhetoricrhetoric””

–– Explored topics of political, social, and moral philosophyExplored topics of political, social, and moral philosophy–– Graduated from the University of Vermont in 1879Graduated from the University of Vermont in 1879

Teaching ExperienceTeaching Experience–– 1879: 11879: 1stst job as a high school teacher in Oil City, Pennsylvania job as a high school teacher in Oil City, Pennsylvania –– 1881: High School teacher while continuing study of philosophy i1881: High School teacher while continuing study of philosophy in n

VermontVermont

Graduate StudiesGraduate Studies–– 1882: Johns Hopkins University graduate program in philosophy1882: Johns Hopkins University graduate program in philosophy–– 1884: Ph.D. with dissertation topic 1884: Ph.D. with dissertation topic ““The Psychology of KantThe Psychology of Kant””

Source: (Source: (EckerEcker, 1997), 1997)

A Professional Account A Professional Account

Positions HeldPositions Held–– (1884) Michigan(1884) Michigan

Instructor of philosophyInstructor of philosophy

–– (1888) University of Minnesota(1888) University of MinnesotaProfessor of Mental and Moral PhilosophyProfessor of Mental and Moral Philosophy

–– (1889) Chair of the Department of Philosophy, Michigan (1889) Chair of the Department of Philosophy, Michigan –– (1894) University of Chicago(1894) University of Chicago–– (1904) Resigned at the University of Chicago, (1904) Resigned at the University of Chicago,

& joined Columbia University& joined Columbia University–– (1930) End of teaching career (1930) End of teaching career –– (1939) Retirement from University activities(1939) Retirement from University activities

Source: (Source: (EckerEcker, 1997), 1997)

A Professional TimelineA Professional Timeline

Early PublicationsEarly Publications–– (1886) Published 2 scholarly articles on (1886) Published 2 scholarly articles on

philosophy and psychology that put him on the philosophy and psychology that put him on the ‘‘mapmap’’

–– (1887) Published 1(1887) Published 1stst book book Psychology Psychology

Early InitiativesEarly Initiatives–– (1896) University Elementary School opened(1896) University Elementary School opened–– (1900(1900’’s) Department of Education at Chicago s) Department of Education at Chicago

Source: (Source: (EckerEcker, 1997), 1997)

The School and Society The School and Society

Originally presented as a lecture in Originally presented as a lecture in 18991899

Published 1900, revised 1915Published 1900, revised 1915

One of DeweyOne of Dewey’’s most popular s most popular publicationspublications

Describes the rationale behind the Describes the rationale behind the University Elementary School that University Elementary School that made his pedagogic approach made his pedagogic approach famousfamous

Source: (Brock, 2004)Source: (Brock, 2004)

The Child and the The Child and the Curriculum Curriculum

Published 1902Published 1902

Remains a classic publicationRemains a classic publication

Argues against two extremes of Argues against two extremes of educational theory: educational theory: –– subject matter should be subject matter should be

emphasized at the expense of the emphasized at the expense of the child's individual peculiarities child's individual peculiarities

–– personality and character of the personality and character of the child are more important than child are more important than subject mattersubject matter

Integrates the best elements of each Integrates the best elements of each viewview

Source: (Southern Illinois University Carbondale, 2005)Source: (Southern Illinois University Carbondale, 2005)

Dewey: The EducatorDewey: The Educator

The University of Chicago Laboratory SchoolThe University of Chicago Laboratory School–– School as a scientific laboratorySchool as a scientific laboratory

–– A working modelA working model

–– Lab schools vs. nonLab schools vs. non--lab schoolslab schoolsEducational experimentationEducational experimentationFeasibility issueFeasibility issueGeneralizabilityGeneralizability issueissueFinancial considerationsFinancial considerations““Privileged environmentPrivileged environment””

Source: (Dewey, 1956)Source: (Dewey, 1956)

A Note on Alice DeweyA Note on Alice Dewey(1902(1902--04) 104) 1stst principal of the Lab Schoolsprincipal of the Lab Schools

Jane Dewey (daughter): "She had a brilliant Jane Dewey (daughter): "She had a brilliant mind which cut through sham and pretense to mind which cut through sham and pretense to the essence of a situation; a sensitive nature the essence of a situation; a sensitive nature combined with indomitable courage and combined with indomitable courage and energy, and a loyalty to the intellectual energy, and a loyalty to the intellectual integrity of the individual which made her integrity of the individual which made her spend herself with unusual generosity for all spend herself with unusual generosity for all those with whom she came in contact."those with whom she came in contact."

Source: (Walker, 1997)Source: (Walker, 1997)

John Dewey: "My fundamental indebtedness is John Dewey: "My fundamental indebtedness is to my wife, by whom the ideas of this book to my wife, by whom the ideas of this book were inspired, and through whose work in were inspired, and through whose work in connection with the Laboratory School, connection with the Laboratory School, existing in Chicago between 1896 and 1903, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as the ideas attained such concreteness as comes from embodiment and testing in comes from embodiment and testing in practice . . .practice . . .””

Source: (Source: (Garrison, 1999)Garrison, 1999)

Democracy and EducationDemocracy and EducationPublished 1916 Published 1916 Describes how the ideas underlying a Describes how the ideas underlying a democratic society can be applied to democratic society can be applied to educational practiceeducational practiceParallels processes of scientific inquiry and Parallels processes of scientific inquiry and the growth of societythe growth of society

Source: (Dewey, 1944)Source: (Dewey, 1944)

““The teacher should be occupied not with The teacher should be occupied not with subject matter in itself but in its interaction subject matter in itself but in its interaction with the pupils present needs and with the pupils present needs and capacities. Hence simple scholarship is not capacities. Hence simple scholarship is not enough." enough."

Source: (Garrison, 1999)Source: (Garrison, 1999)

Education in a Social ContextEducation in a Social Context

The conception of education as a social The conception of education as a social process and function has no definite process and function has no definite meaning until we define the kind of meaning until we define the kind of

society we have in mind. society we have in mind.

Democracy and EducationDemocracy and Education, 1916, 1916

Democracy, Science, and Democracy, Science, and EducationEducation

A democracy is more than a form of government; it is a way of liA democracy is more than a form of government; it is a way of lifefe

Recognizing diversity of opinions breeds broader understandingRecognizing diversity of opinions breeds broader understanding

Character traits in a democracy:Character traits in a democracy:–– OpenOpen--mindednessmindedness–– SingleSingle--mindedness mindedness –– SinceritySincerity–– Breadth of outlookBreadth of outlook–– ThoroughnessThoroughness–– Assumption of responsibility for developing the consequences Assumption of responsibility for developing the consequences

of ideas which are acceptedof ideas which are accepted

Source: (Elgin, 2005)Source: (Elgin, 2005)

Dewey: The Philosopher Dewey: The Philosopher

Thinking is the accurate and deliberate instituting Thinking is the accurate and deliberate instituting of connections between what is done and its consequences.of connections between what is done and its consequences.

The phrase "think for one's self" is a pleonasm. The phrase "think for one's self" is a pleonasm. Unless one does it for one's self, it isn't thinking.Unless one does it for one's self, it isn't thinking.

Societies reproduce biologically and culturallySocieties reproduce biologically and culturallyCultural reproduction via education Cultural reproduction via education Theory of education describes what is culturally Theory of education describes what is culturally valuable enough in thought, feeling, and action as valuable enough in thought, feeling, and action as to deserve transmission to the next generationto deserve transmission to the next generation

Source: (Dewey , 1956 & Garrison, 1999)Source: (Dewey , 1956 & Garrison, 1999)

Dewey: The PsychologistDewey: The Psychologist

We can have facts without thinking We can have facts without thinking but we cannot have thinking without factsbut we cannot have thinking without facts

Active engagement with surroundingsActive engagement with surroundingsDriven by interests and natural instinctsDriven by interests and natural instinctsLogic of scientific inquiryLogic of scientific inquiry

Source: (Source: (Garrison, 1999)Garrison, 1999)

Logic of Scientific InquiryLogic of Scientific Inquiry

We only think when we are confronted with a problem. We only think when we are confronted with a problem.

Did not separate thinking and feeling from actingDid not separate thinking and feeling from acting

Step 1: Occurrence of a problemStep 1: Occurrence of a problem–– Starts with a genuine doubtStarts with a genuine doubt–– The "general method of intelligence" was practical reasoningThe "general method of intelligence" was practical reasoning

Step 2: Specification of the problemStep 2: Specification of the problem–– A problem well put is halfA problem well put is half--solvedsolved–– ““Data is selected, structured, its conditions specified, operatioData is selected, structured, its conditions specified, operations carried out, ns carried out,

and consequences noted.and consequences noted.””–– Habits of inquiry that Dewey espoused: Habits of inquiry that Dewey espoused:

CuriosityCuriosityOrderliness Orderliness Alertness Alertness Flexibility Flexibility

Source: (Garrison, 1999)Source: (Garrison, 1999)

Logic of Scientific InquiryLogic of Scientific Inquiry

Step 3: Introduce a hypothesis Step 3: Introduce a hypothesis –– Requires use of imagination to develop possible solutions Requires use of imagination to develop possible solutions

and careful analysis of dataand careful analysis of data–– Must be testableMust be testable

Step 4: Elaboration on hypothesis Step 4: Elaboration on hypothesis –– Exploring possible consequences Exploring possible consequences

Step 5: Testing hypothesis experimentallyStep 5: Testing hypothesis experimentally–– Truth = processes of change so directed that they achieve Truth = processes of change so directed that they achieve

an intended outcomean intended outcome

Source: (Garrison, 1999)Source: (Garrison, 1999)

Implications of Implications of Work & PhilosophyWork & Philosophy

Why havenWhy haven’’t Deweyt Dewey’’s ideas been fully s ideas been fully realized? realized? –– An expanding educational system could not An expanding educational system could not

accommodate the ideas accommodate the ideas –– ‘‘New technologyNew technology’’ needed to support ideas needed to support ideas –– Practices too demanding for teachersPractices too demanding for teachers–– Psychological principles too abstract to Psychological principles too abstract to

guide teachersguide teachers

Source: (Dewey, 1956 & Elgin, 2005)Source: (Dewey, 1956 & Elgin, 2005)

DeweyDewey’’s Educational s Educational LegacyLegacy

Philosophy of education for U.S. Philosophy of education for U.S. –– Scientific inquiryScientific inquiry--based experimentationbased experimentation–– Democratizing principlesDemocratizing principles–– Gap between ideologies and applicationGap between ideologies and application

ChildChild--centered vs. teachercentered vs. teacher--centered educationcentered education–– Confusions of DeweyConfusions of Dewey’’s view s view –– Importance of Importance of ““psychologizingpsychologizing”” childchild

Chicago Lab SchoolsChicago Lab Schools

Source: (Westbrook, 1999)Source: (Westbrook, 1999)

University of Chicago University of Chicago Laboratory SchoolsLaboratory Schools

Dewey remains part of mission statement, as do elements Dewey remains part of mission statement, as do elements of his ideologies:of his ideologies:

–– ExperienceExperience--centered education centered education –– Recognizing that students have a variety of needs at Recognizing that students have a variety of needs at

each developmental stage and learn in different wayseach developmental stage and learn in different ways–– Learn to think critically and creatively Learn to think critically and creatively –– Gain a sense of personal and community responsibilityGain a sense of personal and community responsibility–– Develop a lifeDevelop a life--long love of learning long love of learning

““In pursuit of this mission and in keeping with John In pursuit of this mission and in keeping with John Dewey's legacy, the Schools strive to exemplify educational Dewey's legacy, the Schools strive to exemplify educational practice at its best.practice at its best.””

Source: (Source: (University of Chicago Laboratory Schools, 2005) University of Chicago Laboratory Schools, 2005)

Interesting FactsInteresting Facts

(1919 to 1921) Lectured in Japan and China(1919 to 1921) Lectured in Japan and China–– His educational theories remain influential todayHis educational theories remain influential today–– Also visited Turkey, Mexico, South Africa, Also visited Turkey, Mexico, South Africa,

and Russiaand Russia

Source: (Garrison, 1999)Source: (Garrison, 1999)

(1937, at age 78) Led the Commission of Inquiry (1937, at age 78) Led the Commission of Inquiry of the Moscow Trials on behalf of Leon Trotsky,of the Moscow Trials on behalf of Leon Trotsky,which exposed Stalin's attempts to frame and execute which exposed Stalin's attempts to frame and execute dissenters during the Moscow trials of the middissenters during the Moscow trials of the mid--1930s1930s

Defended fellow philosopher Bertrand Russell against an attempt Defended fellow philosopher Bertrand Russell against an attempt by conservatives by conservatives to remove him from his chair at the College of the City of New Yto remove him from his chair at the College of the City of New York in 1940ork in 1940

Source: (Field, 2005)Source: (Field, 2005)

Programs including Programs including Outward Bound Outward Bound grew out of Deweygrew out of Dewey’’s philosophy on educational s philosophy on educational experiments and Dr. Ted experiments and Dr. Ted SizerSizer’’ss (Dean at HGSE, 1964(Dean at HGSE, 1964--1972) 1972) ‘‘essentialessential’’ schools schools related to progressive reforms in public educationrelated to progressive reforms in public education

Source: (Neill, 2005 & Source: (Neill, 2005 & John Dewey Project on Progressive Education, 2002) John Dewey Project on Progressive Education, 2002)

Key Points About DeweyKey Points About Dewey

U.S. Educator – Progressive Education

Lab School

Philosopher and Psychologist– Pragmatism

Active engagement with environment

Social Activist– Democracy– Civil rights and responsibilities– Teachers Unions

Dewey SpeaksDewey Speaks

John Dewey reading from John Dewey reading from "Art as Our "Art as Our Heritage"Heritage" in 1940in 1940

"Creation, not acquisition, "Creation, not acquisition, is the measure of a nation's rank; is the measure of a nation's rank;

it is the only road to an enduring place it is the only road to an enduring place in the memory of mankind."in the memory of mankind." (LW.14.256) (LW.14.256)

Source: (Center for Dewey Studies, 2004) Source: (Center for Dewey Studies, 2004)

……Keys to HappinessKeys to Happiness……

John Dewey on Happiness:John Dewey on Happiness:““Such happiness as life is Such happiness as life is capable of comes from the capable of comes from the full participation of all our full participation of all our powers in the endeavor to powers in the endeavor to wrest from each changing wrest from each changing situations of experience its situations of experience its own full and unique own full and unique meaning.meaning.””

““To find out what one is To find out what one is fitted to do, and to secure fitted to do, and to secure an opportunity to do it, is an opportunity to do it, is the key to happiness.the key to happiness.””

Sites of InterestSites of Interest

http://http://www.pragmatism.orgwww.pragmatism.orgThe Pragmatism The Pragmatism CybraryCybrary

http://http://www.pragmatism.org/archive/www.pragmatism.org/archive/index.htmindex.htm

The Pragmatism ArchiveThe Pragmatism Archive

http://http://www.uvm.edu/~deweywww.uvm.edu/~dewey//John Dewey Project on John Dewey Project on Progressive EducationProgressive Education

http://www.infed.org/thinkers/ethttp://www.infed.org/thinkers/et--dewey.htmdewey.htm

John Dewey John Dewey –– Informal Informal EducationEducation

http://http://cuip.net/jdscuip.net/jdsJohn Dewey SocietyJohn Dewey Society

http://www.siu.edu/~deweyctr/johnhttp://www.siu.edu/~deweyctr/john_dewey_discussion_group_on_t.htm_dewey_discussion_group_on_t.htm

John Dewey Discussion John Dewey Discussion Group on the InternetGroup on the Internet

http://www.siu.edu/~deweyctr/indehttp://www.siu.edu/~deweyctr/index.htmx.htm

Center for Dewey StudiesCenter for Dewey Studies

ReferencesBarger, N. (2005). History of American Education Web Project, Retrieved September 25th, 2005, from

http://www.nd.edu/~rbarger/www7/. Brock University. (2004). John Dewey: The School and Society. Retrieved September 26th, 2005 from

http://spartan.ac.brocku.ca/~lward/Dewey/Dewey_1907/Dewey_1907_toc.html.Center for Dewey Studies. (2004). Audio Sample. Retrieved on September 29th from

http://www.siu.edu/~deweyctr/audio_sample.htm. Dewey, J. (1956). The School and Society and The Child and the Curriculum. Chicago: The University of Chicago

Press.Dewey, J. (1944). Democracy and Education. New York: The Free Press.Ecker, P. (1997). John Dewey. Retrieved September 26th, 2005 from

http://www.bgsu.edu/departments/acs/1890s/dewey/dewey.html.Elgin, C. (2005). Democracy, Science, and Education in Dewey. Unpublished paper, Harvard Graduate School of

Education. Field, R. (2005). Internet Encyclopedia of Philosophy: John Dewey. Retrieved from

http://www.iep.utm.edu/d/dewey.htm.Garrison, J. (1999). John Dewey. Retrieved September 25th, 2005 from

http://www.vusst.hr/ENCYCLOPAEDIA/john_dewey.htm.John Dewey Project on Progressive Education,. (2002). A Brief Overview of Progressive Education. Retrieved

September 28th, 2005 from http://www.uvm.edu/~dewey/articles/proged.html. Neill, J. (2005). John Dewey: Philosophy of Education. Retrieved September 27th, 2005 from

http://www.wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html.Southern Illinois University Carbondale. (2005). Center for Dewey Studies. Retrieved September 10th, 2005 from

http://64.233.167.104/search?q=cache:WjiLOyyE51sJ:www.siu.edu/~deweyctr/a_short_annotated_reading_list.htm+john+dewey+child+and+curriculum+summary&hl=en.

University of Chicago Laboratory Schools. (2005). Mission Statement. Retrieved September 29th, 2005 from http://www.ucls.uchicago.edu/about/mission.shtml.

Walker, L. (1997). John Dewey at Michigan. Michigan Today. Retrieved September 28th, 2005 from http://www.umich.edu/~newsinfo/MT/97/Fal97/mt13f97.html.

Westbrook, R. (1999). John Dewey. Prospects: The quarterly journal of comparative education, 13. Retrieved September 18th, 2005 from http://www.ibe.unesco.org/International/Publications/Thinkers/ThinkersPdf/deweye.PDF.