Education in Context History, Philosophy, and Sociology
Unit 1: History and Purpose of Schooling in the United States
University of the People
Dr. Angela Andrews
01 29, 2022
John Dewey’s impact upon International Baccalaureate development
At the beginning of the 20th century, the traditional didactic operating in schools the system has been subjected to widespread massive criticism for authoritarianism, unilateral intellectualism and separation from life. The most radical and consistent supporter of renewal schools in the direction of revitalizing students was American philosopher, psychologist and teacher John Dewey (1859-1952). It can be said that John Dewey considered to be one of the greatest philosophers for the 20th century. He made the sagnificant impact upon education system not only in the United States of America but all over the world. He proposed the reform of the school system, which the main didactic goal should not be the transfer of knowledge, but training in "doing." For this Dewey developed the theory of education, according to which knowledge is not the main, but a by-product of the activity. The concept that Dewey developed with his supporters, in the opposite of the traditional system of education has become known as "progressive." Dewey's progressivism means growth, progress, development, improvement.
The main principles of Dewey’s philosophy and their influence on education
The core of Dewey's philosophy is the idea of life as continuously developing experience of human interaction with the environment. Person adapts to the environment while simultaneously acting on it and experiencing his influence. So there is experience that is carried out in communication of people with the world and outside communication is impossible. To Human society could develop, this experience should be transferred, for which its need to be formulated, and for this “some things which are remote in space and time from a living creature, especially a human creature, may form the environment even more truly than some of the things close to him” (Democracy and Education by John Dewey). To express it in such a form that will allow another to assess the significance of this experience, it is necessary find points of contact with the life of this other person.
The main principles of J. Dewey's didactic system were the following:
taking into account the interests of students;
teaching through activity (teaching thought and action);
knowledge and knowledge - a consequence of overcoming difficulties;
free creative work and cooperation.
Traditional didactic system based on acquisition and learning, Dewey contrasted learning "by doing," i.e. such training, in which all knowledge was derived from practical amateur and personal experience of the child. External training the student received information only when it was necessary for him to solve practical problems. The purpose of Dewey training is not preparation to the profession or the assimilation of certain knowledge, and the development of an active student activity; he receives information only when it is to him becomes necessary.
The conditions for the success of such training are:
- problematizing the training material;
- сhild activity;
- the connection of learning with the life of the child, play, labor.
The focus of all educational work at Dewey School is labor. By performing various types of work and acquiring the skills necessary for work, children are thus preparing for the upcoming professional life. (John Dewey in the 21st Century)
How these principles align with the principles of an IB education
At Dewey's school, great attention was paid to manual labor, of direct relevance to the daily life of students: work in workshops - locksmithing and wood processing; cooking and work with fabric (sewing and spinning). They took part in these classes both girls and boys. Through Teacher's Questions and Suggestions students kind of reinvented the simplest spinning tools wool; experiments and discoveries continued as long as the student did not realize the principle of operation of a modern loom. (Muschinske, D. (1976)
At the heart of IB is the belief that personal development is no less important than substantive knowledge. The international baccalaureate aims to educate people with international thinking, striving to make the world better and safer, open to new ideas, tolerant, with a wide outlook, thinking, and creativity. Subject courses and examination requirements leave the teacher space for maneuver and creativity. For example, there is no single list of books in literature, but there are requirements: 13 texts, among which there should be 3 different literary forms, 3 historical periods, 4 countries or regions from at least two continents. Thus, in a Russian, or Chinese, or American school the list of thems will be different. Students themselves can also take part in the selection of literary works. The main goal of the program is to teach you how to analyze texts and create your own. These skills will be evaluated at the exam, and the passed texts should be used as an example. The course on history is also compiled by a teacher from a large set of general topics, concepts and taking into account the requirements for the number of countries, eras and events. (General principles IB)
In conclusion, the principles of the International Baccalaureate correlate with those of John Dewey. Hower, IB coricculum has special subjects to be taught and they are less practical.
References
1) Democracy and Education by John Dewey https://www.fulltextarchive.com/page/Democracy-and-Education1/
2) John Dewey in the 21st Century Morgan K. Williams University of West Florida https://files.eric.ed.gov/fulltext/EJ1158258.pdf
3) John Dewey on Education: Impact & Theory https://study.com/academy/lesson/john-dewey-on-education-impact-theory.html
4) Muschinske, D. (1976). John Dewey-Hero? Villain? Social Educator? The Elementary School Journal, 76(6), 338–347. http://www.jstor.org/stable/1000407
5) General principles IB
https://www.st-peters-school.com/en/education/international-curriculum/ib-diploma/general-principles