Dewey Theory of Experience

Deweys philosophy of breeding is closely related to his unified philosophy of pragmatism and democracy, which can be evidently expressed as palpate = life = education, which sets the stage for this paper. According to Dewey, effectual education is contingent on an intrinsic guessing of human personality and how they have the experiences they do, as well as the unique differences in the midst of for each cardinal student. It served a pragmatic procedure, of discovery learning for a moral purpose and the self actualization of the subject as an effective member of elected society (Trifonas and Ghiraldelli, 2004).His theory of education largely focused on the radical of active learning by experience, in which learning was a social, sooner than an individualist activity. Experience, in Deweyian terms, is the undivided, continuous transaction or moveion between human beings and their environment, as stated by Ziniewicz (1999), further elaborating that it includes non only thought but also feeling, doing, suffering, handling, and perceiving. It follows then that continuity and interaction forms the core foundation for education for Dewey.Continuity postulates that humans are affected by experience, and learn something from every experience, twain positive 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 elaboration of continuity, in the sense that it defines how past experiences interact with the current concomitant and affects ones present experience.As such, any 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) himself states, Learning is active. I t involves stint out of the mind. It involves organic assimilation starting from within (), and indeed, inquiry was one of the core concepts of Deweys unified philosophy. Dewey thought that inquiry being an apparent behavioral process, training in its techniques is essential in the education (of preteen children), and especially in the course of life-long learning.In this context, we can also easily understand Deweys strong opposition to institutionalized education, in which learning took bureau 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 poke out the intellect, and impart problem solving and critical thinking skills, as the in the beginning passage on inquiry demon strates.ReferencesDewey, J. (1902), The Child and the Curriculum. Chicago University of Chicago Press.Ziniewicz, Gordon L. (1999) buns Dewey Experience, Community, and Communication. Retrieved February 25, 2006, from http//www.fred.net/tzaka/dewey.htmlTrifonas, Peter Pericles, Ghiraldelli, Paulo Jr. (2004). Experience, Reason, and Education. JCT. Rochester Winter 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