Dewey Education Research Articles

태권도 수련에서의 교육철학

This study was conducted with the purpose of finding the understanding and meaning of John Dewey's empiricist education theory in the background in order to find the direction of Taekwondo leaders' education and to consider how to apply it to training. Research Results The experience, which is the core of John Dewey's educational philosophy, is based on sensory experiences like other empiricists. It has the characteristic of putting And it was confirmed that these characteristics are in the same context as Taekwondo training, which affects the inner nature of human beings through physical activity and education, not aimed at improving simple skills and physical abilities. In addition, in that there is a positive effect of education based on experiences that are often seen in children, it is judged that John Dewey's experiential philosophy can clearly help in setting the direction of Taekwondo exchange.

The importance of John Dewey's philosophy for global learning theory and practice

PurposeThe purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.Design/methodology/approachThis study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.FindingsThrough a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.Practical implicationsImplications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.Originality/valueIn this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.

THE POSITION OF PHYSICAL EDUCATION IN JOHN DEWEY’S REPORT OF EDUCATION IN TURKEY

With the foundation of the Republic of Turkey, the process of transition from empire to republic was experienced in an intertwined way with modernization efforts, and reconstruction in almost every field of life became obligatory. Education as a phenomenon that disciplines new generations and prepares them for the future took charge of being the locomotive of this transition process, and it was held as one of the basic issues in republican programs. Experts were needed to implement the improvement programs. For this reason, professionals who are experts in their fields should be invited to the country from abroad. The first name to come to the country was educational reformer John Dewey, just 9 months after the foundation of the republic. Addressing the physical and mental aspects of education as a whole, Dewey made examinations for two months and presented his recommendations regarding the Turkish education system as a report. This report, which constitutes one of the main reference points in the efforts of constructing the education system, was a source for many new practices including physical education and sports in the following years. In this study, the effects of John Dewey's education approach and philosophy on physical education will be examined by considering the reports he prepared. Article visualizations:

The Meaning and Educational Value of Imagination Through Dewey's Concept of Experience

The aim of this study was to shed light on imaginative education by inquiring the meaning of imagination through Dewey's concept of experience and to find some methods for imaginative education to encourage students’ self-directed learning. For these, first, the conceptions, constructs, and features of educative experience that could be interpreted as Dewey's education were investigated. Next, the meaning and value of imagination in educative experience were discovered in the process of doing. Though Dewey's meaning of experience is a situation by itself, yet it would be explained by three rhythmic developmental phases: primary, reflective and consummatory ones. The reflective phase could not become the educative experience as an experience by itself. But it would act as very important intermediary to help the primary phase reach out to the consummatory phase by understanding the primary phase and imagining the future situation. In other words, the experience cannot turn into the consummatory phase unless it goes through the reflective phase. From the three rhythmic developmental phases, the imagination is the required ability at the reflective phase. Finally, the imagination is core ability to help that educational process and activity have value or be meaningful things connecting with each other closely. In conclusion, the imagination is the intermediation and necessary factor to let experience have educational value. In other way, the imagination could be emerged while teachers encourage students to get educational experience. Therefore, it could be one of best way of the imaginative education that teachers provide students with the structured experience as educational experience.

John Dewey and the Mutual Influence of Democracy and Education

AbstractFor Dewey education is the growth of mental powers, where “growth” has no fixed content but involves the increasing harmonization of individuals with society. That harmonization must respect the uniqueness of each person and his capacity for intelligence. Education aims to develop a model democratic society, which Dewey sees as similar to an ideal community of scientific inquirers. That comparison is highly questionable, however. Dewey's curricular emphases include science, geography, history, literature, and fine arts, the last two of which promote a greater appreciation for all of human life—provided society is not too separated into classes. Related to social division is what he considers the false problems of epistemology, with its separation between mind and world. But Dewey's failure to think more rigorously about the relation of philosophy to science makes his philosophy a poor bulwark against postmodernism.

John Dewey's The School and Society. Perspectives 1969

When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious. (i) IN RECENT YEARS historians and philosophers have laid Dewey's educational ideas to rest with such final words as progressive educational movement became a victim of its own success, (2) and . . the specific social analysis made by Dewey is no more applicable to the present situation than is Hobbes' Leviathan. (3) In my judgment Dewey's belief that the school should bring itself into step with the changes wrought by the Industrial Revolution is just as defensible today and perhaps more attainable than when he wrote it in 1899, because the social function of education (what Dewey's progressive education was supposed to be about) has been written into federal legislation in the Elementary and Secondary Education Act of 1965. The public schools have finally been given money, prodding and directives so that they may focus their attention on preparing all the future citizens to be full participants in