'Dewey Theory of Experience\r'

'Dewey’s ism of education is closely related to his unified philosophy of pragmatism and democracy, which freighter be simply express as have intercourse = life = education, which sets the stage for this paper. gibe to Dewey, efficient education is contingent on an intrinsic envisioning of human nature and how they have the experiences they do, as well as the unique differences between distri entirelyively student. It served a pragmatic purpose, of discovery learning for a moral purpose and the self actualization of the exit as an effective member of democratic family (Trifonas and Ghiraldelli, 2004).His theory of education largely focused on the theme of active learning by experience, in which learning was a social, rather than an individual activity. Experience, in Deweyian terms, is â€Å"the undivided, continuous transaction or interaction between human bes and their environment”, as stated by Ziniewicz (1999), promote elaborating that it includes not on ly thought but also feeling, doing, suffering, handling, and perceiving. It follows then that continuity and interaction forms the mall foundation for education for Dewey.Continuity postulates that existence are alter by experience, and learn something from every experience, some(prenominal) appointed and negative. Accumulated learned experience influences the nature of further experiences, and hence all experiences are inextricably linked, both past and potential. Hence, continuity is the concept that each experience is stored and carried on into the future. Interaction is a further enlargement of continuity, in the sense that it defines how past experiences interact with the ongoing situation and affects one’s present experience.As such, whatever situation can be experienced differently due to unique individual differences, and thus it is critically important for educators to understand student past experiences as they have no control over it. As Dewey (1902) himse lf states, â€Å"Learning is active. It involves reaching out of the mind. It involves organic immersion starting from within…” (), and indeed, inquiry was one of the message concepts of Dewey’s unified philosophy. Dewey thought that inquiry being an observable behavioral process, training in its techniques is essential in the education (of young children), and especially in the course of life-long learning.In this context, we can also easily understand Dewey’s strong opposition to institutionalized education, in which learning took place in an artificial educational environment, where pre-ordained knowledge was delivered, not inquired for and interacted with. In summary, Dewey believed that education should not be of facts and figures. Rather, education should teach skills and knowledge which can be fully integrated into their lives as humans and citizens (of a democratic society). It should broaden the intellect, and impart enigma solving and critical thinking skills, as the anterior passage on inquiry demonstrates.\r\nReferences\r\nDewey, J. (1902), The Child and the Curriculum. dough: University of Chicago Press.\r\nZiniewicz, Gordon L. (1999) John Dewey: Experience, Community, and Communication. Retrieved February 25, 2006, from http://www.fred.net/tzaka/dewey.html\r\nTrifonas, Peter Pericles, Ghiraldelli, Paulo Jr. (2004). Experience, Reason, and Education.         JCT. Rochester: overwinter 2004. Vol. 20, Iss. 4;  pg. 141 Retrieved February 25, 2006, from http://proquest.umi.com.virtual.anu.edu.au/pqdweb?did=783839511&sid=10&Fmt=4&clientId=20870&RQT=309&VName=PQD\r\n'