John Dewey (1938) opens the first chapter with a statement about the opposition
that exists in educational theory: the contrast between traditional and
progressive education. He depicts traditional education as a system that
consists of bodies of information, skills, developed standards, and rules of
conduct that worked historically, and that encourages a student attitude of
docility, receptivity, and obedience. The task of educators in traditional
education is to communicate knowledge and skills, and to enforce rules of
conduct onto the new generation.
He depicts progressive education as
a system that criticizes traditional education in that it imposes adult
standards, subject matter, and methods upon a young generation. It provides
minimal active participation by students in the development of subject matter.
Progressive education offers learners the following: growth and expression of
individuality; free activity; learning through experience; the acquisition of
skills as a means of attaining ends which are vital and appealing to students;
and, becoming acquainted with a changing world. Dewey (1938) views progressive
education as an intimate and necessary relation between the processes of actual
experience and education.
However, Dewey (1938)
believes neither progressive nor traditional education is the solution to the
opposition that exists in educational theory. He proposes that the problems
they present require a resolution based on a new philosophy of experience. As
long as the assumption exists that it suffices to reject the ideas of traditional
education and to go to the opposite extreme to progressive education, the
problem at hand (the lack of a new philosophy of experience), will not even be
recognized, let alone being resolved.--
An article from http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=53&Itemid=68#1
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