Pedagogical ideas of John Dewey. Biography of John Dewey John Dewey pedagogical
John Dewey and the theory of "free education"
Pedagogical ideas
Academic drawing as an independent type of educational work has lost its significance. They spoke only about the general direction of the teaching method, revealing common principles suitable for teaching drawing, painting, sculpture, and composition. The main method of teaching art is the method of “free education”, aimed at developing and preserving the student’s creative individuality from the first steps of learning, without “pressure from the teacher.” The curricula and programs developed by K. S. Petrov-Vodkin in 1921 involved a series of sequential performances for the study of purely formal laws of image... All this led to abstraction and schematism. The higher art school became isolated from living Soviet reality. Along with this, hostile tendencies preserved from the pre-revolutionary academy continued to live in the school by inertia. This had a particularly pronounced effect on theses, which were reintroduced into practice. So, for example, in the list of diploma works in 1921 there were such topics as “Cain”, “The Death of Man”, “The Prodigal Son”, “A Plea for Wings”, The Beginning of Future Suffering”, Mary” and so on.” .
During these years, the most common methods were the collective teaching method, the laboratory-team method and the project method.
The method of collective teaching was proposed by A.E. Karev in 1922 “in order to eliminate the individual method.” According to this method, the personal responsibility of individual professors was eliminated. The class had to be led not by one teacher, but by a team of teachers. The leaders collectively staged models for training productions, and then each teacher gave their advice. The student himself chose the advice that seemed most acceptable to him. All this led to disorder and anarchy, since the advice of the leaders was often contradictory. None of the teachers felt responsible for their work.
This teaching method ignored the basic didactic principles. Even Jan Amos Komensky pointed out that “the variety of teaching methods only complicates youth and complicates learning.” Teaching simultaneously by several teachers in one class actually amounted to a violation of any methodology. Students sought to choose as their leaders the teacher they trusted more, and leaders preferred to work with those students who were closer to them in spirit and temperament. No matter how much teachers strived to adhere to a single system, a single teaching method, they always had differences not only in aesthetic views on art, but also in formulations and terminology. D. N. Kardovsky wrote: “If we allow several teachers of the same subject within the same system for the same students, we must assume between the latter such an agreement in the principles of leadership, which is difficult to find in practice. In practice, it turns out that students change one teacher for another, haphazardly obey first one or another requirement, and not the system, and teachers do not have the opportunity to systematically supervise the students they know.” .
According to the laboratory-team method, students completed each task in small groups (teams). The students carried out their educational work independently - they staged their own performances, indicated the goals and objectives of their educational work, that is, they taught themselves. With this method, the teacher was removed from leadership and was a passive observer. He had to wait for some brigade to come to him for advice.
The project method, which has become the most widespread, is an anti-scientific teaching method. It consisted in the fact that students were limited only to the practical implementation of special tasks (projects). Theoretical knowledge was given unsystematically, to the extent necessary only for the implementation of this project.
The project method was put forward in the 20s of the 20th century by teachers who shared the views of the American idealist philosopher and teacher J. Dewey, one of the most prominent representatives of pragmatism in pedagogy. Attempts to impose the project method on the Soviet school were strongly condemned in 1931 [ Training using the project method in art schools was reduced to the fact that students were mainly engaged in experimental work. The study of nature was excluded from the curriculum. Students had to acquire skills not at the institute, but at work. To do this, they were sent to factories and factories, where they made sketches and sketches. Classes at the institute were stopped at this time. Then the students within the walls of the institute began to create a painting project. However, without proper professional training in the field of drawing and painting, students could not successfully solve the tasks assigned to them. It should be noted that a certain part of the futurists and followers of formalist art later changed their views and joined the ranks of convinced fighters for building socialism. However, in the first years of Soviet power, they actively opposed the development of Soviet culture and art.
In the Fine Arts Department of the People's Commissariat for Education, where the commanding heights were occupied by "left-wing" artists, they hoped that the majority of those entering the "free workshops" would go to study with the artist-teachers of the "left front". But most aspiring artists wanted to gain solid knowledge and gain experience in the field of drawing. The majority of those entering the study chose as their leaders artists-teachers of the realistic direction, who knew the objective laws of fine art. Among them are Arkhipov, Kasatkin, Shcherbinovsky, Kardovsky, Savitsky, Samokish.
At the academy, formalist artists Tatlin and Filonov considered the “three-color” and “objective method” the foundations of their teaching system, which caused a storm of protest even among “left-wing” students. On February 6, 1923, 127 students of the Faculty of Painting appealed to the directorate demanding an immediate revision of the curriculum “on the basis of real objectivity.”
In 1925, with the arrival of the communist rector E.E. Essen at the academy, the teaching of art disciplines took the path of realistic art. “Essen was the first Rector who led a decisive struggle against the dominance of leftist childishness” in art.”
Pragmatism in pedagogy. The purpose of education, according to Dewey, is the formation of a personality who can “adapt to various situations” in conditions of free enterprise. D. Dewey and his followers (E. Parkhurst, W. Kilpatrick, E. Collings, etc.) believed that it is possible to positively influence the life of every person by caring from childhood about the health, leisure and career of a future family man and member of society. They considered the study of the specifics of childhood as a guide to scientific pedagogy, proposing to make the child an object of intense influence of diverse shaping factors - economic, scientific, cultural, ethical, etc. The experimental method of D. Dewey assumed that we know only then and when we can, through our activities, actually make changes in things that will confirm or refute our knowledge. Without this knowledge remains only guesswork. D. Dewey considered the life-tested method to be the most important source for pedagogy as a science. In reformist pedagogy, D. Dewey acted as the most prominent representative of the philosophical and pedagogical direction of pragmatism with his interpretation of truth as practical significance: “what is useful is true.” Dewey advocated the practical orientation of education, proposing to solve its problems through the spontaneous development of the child: “The child is the starting point, the center and the end of everything. We must keep in mind its development, for only it can serve as a measure of education.” D. Dewey considered education as a process of accumulation and reconstruction of experience with the aim of deepening its social content.
Instrumental pedagogy. The child’s accumulation of individual experience leads to the formation of his personality. Based on this, D. Dewey put forward the idea of creating an “instrumental” pedagogy, based on the spontaneous interests and personal experience of the child. According to this concept, learning should be reduced primarily to play and work activities, where each child’s action becomes an instrument of his cognition, his own discovery, a way of comprehending the truth. This path of cognition seemed to pragmatists to be more consistent with the nature of the child than the traditional communication of a system of knowledge to him. The end result of training, according to D. Dewey, should have been the formation of thinking skills, which meant the ability, first of all, to self-learn. The goals of the educational process were the ability to solve life problems, mastery of creative skills, enrichment of experience, which was understood as knowledge as such and knowledge about methods of action, as well as cultivating a taste for self-learning and self-improvement.
Practical implementation of D. Dewey's ideas. The implementation of D. Dewey's ideas in practice was carried out in 1884-1916. in different schools. Using his methodology, work was carried out in an experimental elementary school at the University of Chicago, organized in 1896, where children from 4 to 13 years old were educated. As a basis for starting education from such an early age, it was argued that the foundation for all subsequent school life is laid in preschool institutions. Therefore, D. Dewey’s first practical experiments were associated with working with young children, who from a very early age learned to do everything on their own, mainly in a playful way. Later, at school, emphasis was placed on labor activity - 11-13 year old boys and girls spun, weaved, sewed, i.e. learned to “do.” In this case, thinking had to “serve” the experience of each child. It became necessary only when solving specific practical problems, and educational activities in such conditions did not require additional activation. The education system in such a school was not associated with the concept of so-called socially useful labor - it was based on the interests of the individual. The goal of the school was to prepare students to independently solve emerging problems and develop the ability to adapt to the environment. The educator and teacher had only to direct the activities of students in accordance with their abilities. Education, wrote D. Dewey, must be based on the independent existence of innate abilities; the task of education is to develop them, and not to create them.
Organization of work at school. Based on his experience working at school, D. Dewey supplemented his concept with the provisions that the school must respond flexibly to dynamic changes in society and must itself become like a society in miniature; it must provide children with maximum opportunities for developing a social sense of cooperation and skills mutual assistance. The school, presented by D. Dewey as an educational and learning environment, was supposed to perform the following main functions: simplify the complex phenomena of life, providing them to children in an accessible form; select for study the most typical and important moments from the experience of mankind; promote the equalization of social differences by creating “unity of thought and coordination of action.” The content of education for pragmatists was the child’s acquired experience, which is enriched in the learning environment. For students, the way to gain experience was to solve various practical problems: make a model, find an answer to a question, etc., and the acquisition of the knowledge necessary for this was associated with the interests of the child, which ensure his attention and activity. At the same time, D. Dewey admitted that not everything vitally important can be of interest to a child; therefore, children need to develop willpower and form character. The contradiction between interest and effort is eliminated, according to D. Dewey, by the teacher’s knowledge of the age characteristics of children. D. Dewey identified three such periods in school life. The first period is from four to eight years. It is characterized by the vividness of the connections between impressions, ideas and actions. The second - from eight to eleven years - is a period of expansion of areas of activity and interest in its results. Play no longer occupies such a large place in a child’s life as in the first period. At this stage, connections between the means and goals of activity are identified, and creativity appears. The third period - from eleven years to the end of primary education - is very important in the life of a child, because it is associated with the development of all the essential forces of the individual. School education, according to D. Dewey, should begin with student activities that have social content and application, and only later should students be led to a theoretical understanding of the material, to knowledge of the nature of things and methods of their manufacture. The content of education is thus acquired as a by-product during the study of a problem-based learning environment, organized as a logical sequence of pedagogical situations. Genuine education D. Dewey considered everything valuable, learned and experienced from specific situations, from specially organized experience, from “doing.” The only criterion for the pedagogical value of a subject was its contribution to the “formation of a system of internal personal orientation.”
Criticism of the pedagogical ideas of D. Dewey. The idea of pragmatic education by D. Dewey and the project method of W. Kilpatrick, based on it, were seriously criticized by their contemporaries. Thus, professor at Columbia University in New York William Bagley (1874-1946), a representative of the so-called “essentialism” - an “essential” approach to pedagogy - sharply opposed the utilitarianism of school curricula and pragmatic approaches to education. Considering education as a “stabilizing force,” W. Bagley demanded the strengthening of its historically established functions. School education should, in his opinion, be aimed at students mastering the basic skills of mental activity that allow them to move forward in knowledge, which pragmatic pedagogy itself abandoned. W. Bagley was one of the first in the United States to also criticize the theory of innate abilities and the practice of testing a child’s intelligence based on it, since he believed that tests cannot fully reveal the potential of an individual and in the hands of untrained teachers can cause harm.
Dewey's call to pay attention to the child in the pedagogical process and to build learning based only on the interests of the child ultimately led to the abandonment of systematic teaching and to a reduction in the role of scientific knowledge in raising children.
Pedagogical ideas of Dewey in Russia. In 1928, Dewey came to the Soviet Union to help the People's Commissariat for Education develop the “method of projects”, Nadezhda Konstantinovna Krupskaya received him in her office on Chistye Prudy. The ideas of pragmatism and the project method attracted the attention of teachers in many countries, including Russia, and were considered a means for building a new type of school. Professor V.V. Kumarin writes: " Lunacharsky , on the advice of Ilyich, instead of the “Prussian model” he introduced the American one.Lenin I really wanted the proletarian children to grow up healthy, not to be in the clouds of “comprehensive personal development” (what is “personality” and how many sides does it have - who knows, let him raise his hand), but to recognize their calling as early as possible and not dangle in life cut through like excellent students". In the early 30s Stalin, who was very fond of simple solutions, again “reinstated” the reinforced concrete unified curricula and programs
John Dewey(1859-1952) - a famous American public figure who had a huge influence on the development of philosophy, the founder of pragmatic pedagogy. When trying to define Dewey's sphere of activity, the authors of encyclopedias and biographical dictionaries prefer the triple definition of “American philosopher, psychologist and educator.” Indeed, Dewey headed first the American Psychological Association (1899-1900), then the American Philosophical Society (1905-1906) and the Parent-Teacher Association, within just a few years of each other. The latter was created by him with the aim of uniting the efforts of teachers and the public in the matter of education. For ten years (1894-1904) Dewey headed the department at the University of Chicago, which was a unique phenomenon - it was a joint department of philosophy, psychology and pedagogy. This versatile scientist assigned philosophy the role of the methodological basis of psychology and the general theory of education.“No words needed - do something!” - this is how Dewey’s philosophical theory can be summarized. He criticized the contemporary American school for being out of touch with life, advocated its reform, and demanded a revision of the fundamental foundations of school education. In his works, pragmatic pedagogy received further development and finalization, which at the beginning of the 20th century. became the theoretical basis for the reorganization of the US school, stipulating new goals, content and methods of school teaching.
Dewey formulated the basic principles of education, which determined the direction of many pedagogical innovations of the 20th century:
1. Learning and assimilation of knowledge should be carried out on an active, and not on a passive basis.
2. Democratic principles should be applied in the management and practice of the school. The principle of democratic participation is a means of introducing the individual, be it a child or a teacher, to self-government in a just society that serves the interests of the general welfare.
3. Motivation is an extremely important factor in education. It is important to distinguish between simple curiosity and actual cognitive motivation. The teacher is responsible for the mature pedagogical guidance of students, he should not allow “everyone to do what he wants” for the sake of motivating them.
4. Training should emphasize solving real problems.
5. Students' freedom of inquiry is an essential element of teaching methods. Active minds cannot develop without freedom of inquiry. It must be related to the current level of development of the child.
6. There should be a constant search for new solutions regarding the content of training. The school curriculum should not remain unchanged. On the contrary, shifts in the socio-cultural sphere should serve as an incentive for continuous changes in the content of education.
7. A teacher is called to be a creative person in one area or another. The training of future teachers should be based not only on highly specialized programs, but also on the study of the liberal arts.
Dewey proceeded from the postulate: people know best what they do. He contrasted the traditional school system, based on the acquisition and assimilation of knowledge, with learning “by doing,” i.e. extracting all knowledge from practical amateur performances and personal experience of the student. He proposed a new concept of education for the American public school, the essence of which was to develop a “practical impulse” in children. Since “intellectual impulses” are the privilege of a few, there is no point in giving abstract knowledge to the bulk of schoolchildren. All knowledge must be derived from the child’s personal experience gained in interaction with the environment.
Dewey first practically applied his pedagogical theory in an experimental laboratory school at the University of Chicago. He placed labor at the center of the pedagogical system he proposed. According to Dewey, it is important to prepare schoolchildren for work already at school, giving them the necessary knowledge and including them in available types of work. He devoted a large place in the educational process to gaming activities, improvisations, excursions, home economics, and amateur performances.
Dewey took a position of pedocentrism, reducing the role of the teacher to organizing children's amateur activities and awakening curiosity among schoolchildren. He attached great importance to family education and the involvement of parents in solving educational problems. Organized the first Parent-Teacher Association in the United States.
John Dewey is the author of more than 30 books and 900 articles on problems of philosophy, sociology, and pedagogy. He authored such works as “Schools of the Future”, “School and Society”, “Democracy and Education”, etc. Dewey’s pedagogy was very popular in Europe. Soviet school of the 1920s. was receptive to the ideas of Western teachers, borrowing them (comprehensive programs, project method). In 1928, an American teacher visited the USSR. He repeatedly visited Mexico, Great Britain, Turkey, China, Japan, where he spoke to the pedagogical community to promote his ideas. Dewey's pedocentric concept had a huge influence on the school education system of the United States and other countries in the 1930s. XX century
In reformist pedagogy John Dewey(1859-1952) acted as the most prominent representative of the philosophical and pedagogical direction of pragmatism (from Greek - deed, action) with its interpretation of truth as practical significance: “what is useful is true.” At the same time, the significance of the benefit was determined by a feeling of self-satisfaction.
J. Dewey outlined his pedagogical views in the works “School and Society”, “Schools of the Future”, “Introduction to the Philosophy of Education”, “School and the Child”, “Psychology and Pedagogy of Thinking”, etc.
Each child, according to D. Dewey’s definition, is a unique individual and therefore should become the center of the pedagogical process. One of the central concepts of J. Dewey's pedagogy is experience. (“Other people’s words and books can give us knowledge, but experience educates us”; “An ounce of experience means more than a ton of theory”). He viewed education as a process of accumulation and reconstruction of experience with the aim of deepening its social content.
The child’s accumulation of individual experience leads to the formation of his personality. Based on this, D. Dewey put forward the idea of creating “instrumental” pedagogy, based on the spontaneous interests and personal experience of the child: “The child is the starting point, the center and the end of everything. We must keep in mind its development, for only this can serve as a measure of education.” According to this concept, learning should be reduced primarily to play and work activities, where every action of the child becomes an instrument of his knowledge, his own discovery. The end result of training, according to D. Dewey, should have been the ability to self-learn. The goals of the educational process were the ability to solve life problems, mastery of creative skills, enrichment of experience, which was understood as knowledge as such and knowledge about methods of action, as well as cultivating a taste for self-learning and self-improvement.
The school, according to D. Dewey, should represent an educational and learning environment that performs the following functions: to simplify the complex phenomena of life, presenting them to children in an accessible form: to select for study the most important points from the experience of mankind; promote the equalization of social differences by creating “unity of thought and coordination of action.” The content of education was the child’s acquired experience, which was enriched in the learning environment.
For students, the way to gain experience was to solve various practical problems: make a model, find an answer to a question, etc., and the acquisition of the knowledge necessary for this was associated with the interests of the child. At the same time, D. Dewey admitted that not everything important can be of interest to a child, therefore children need to develop willpower and form character.
The contradiction between interest and effort is eliminated, according to D. Dewey, by the teacher’s knowledge of the age characteristics of children. D. Dewey identified three such periods in school life. The first period is from four to eight years. It is characterized by the vividness of the connections between impressions, ideas and actions. The second - from eight to eleven years - is a period of expansion of areas of activity and interest in its results. At this stage, connections between the means and goals of activity are identified, and creativity appears. The third period - from eleven years to the end of primary education - is very important in the life of a child, because it is associated with the development of all the essential forces of the individual.
D. Dewey considered true education to be everything valuable, learned and experienced from specially organized experience, from “doing.”
Portrait of a teacher
John Dewey (1859-1952)
Characteristics of the era.
One of the most important trends in the development of education in the 19th century. there was an expansion of state participation in the management and financing of school affairs. This process was based on the emergence of legislation regulating the organization, management and other issues of state educational policy. In Prussia, in 1794, the “General Regulations on Schools” were published, in which all schools were declared state-owned, and in 1798 and 1808, state control bodies for school activities were created. In the first quarter of the 19th century. in Prussia, Bavaria and Saxony laws on compulsory primary education were re-enacted. In general, there was a tendency towards centralization of the management of school education, the activities of all educational institutions and teachers were controlled by government bodies, primary school teachers were appointed to positions by government orders.
In France throughout the 19th century. There was a process of creating legislation regulating the most diverse aspects of school activities. At the beginning of the century, the status and procedure for financing state primary (communal) and secondary schools (lyceums and colleges) were determined. In 1801, a system of school districts was formed according to the number of universities with strict subordination of schools within it, which became a model for the creation of a system of public education in Russia. In 1824, the Ministry of Spiritual Affairs and Education was established, in 1833, according to the “Guizot law” (named after its creator), each community was obliged to open and maintain a primary school, and from 1835, a school inspection system was introduced. All this contributed to an increase in the share of participation in the management of school affairs; the rectors of 16 educational districts were directly subordinate to the Ministry of Education.
In England, the emergence of school legislation occurred later than in other Western European countries. Thus, in 1830, state funding of schools began for the first time, and only in 1847 was a school inspection system created. In the second half of the 19th century. laws appeared defining the order of organization and operation of the state educational system and guaranteeing compulsory primary education; in 1891, a law on free schooling was issued. In England, trends towards decentralization of school management emerged, for example, school committees were elected in districts, which had the rights to regulate the life of schools, there was no uniformity in secondary education, and independently developed charters were adopted in schools.
In the United States, laws regulating activities in the field of education appeared scatteredly in different states; the process of developing national legislation was slowed down due to the fact that in the first half of the century the formation of the United States as a state took place, which was finally formed after the war between the North and the South. Only in 1867 did the Bureau of Public Education emerge, but schools were subordinate to state authorities, who determined the organization of education and financing of educational institutions. Schools had self-government bodies.
Another important trend in the development of education in Western Europe and the United States during the period under review was the regulation of private initiative in education. All Western school systems continued to operate private educational institutions, which were more or less controlled by state school authorities. Thus, in Prussia, according to the law of 1794, all schools without exception were subject to state control, regardless of who their founder was. In France, legislation guaranteed the operation of private schools, but there was a system of ministerial inspection of them. In England, under a law of 1870, the government encouraged the creation and operation of private schools. In the United States, private schools were created mainly by religious denominations.
In the 19th century The separation of school and church continued, which took place ambiguously in different countries. This process was most controversial and tense in Prussia. At the beginning of the 19th century. The secular nature of the school was legally established, and until the 1840s. religion was removed from the curriculum. However, in 1846, church authorities received the right to approve school teachers for positions. Then in 1848 the secularity of education was enshrined in the constitution, but another constitution in 1850 enshrined the teaching of religion in schools as a compulsory subject. As a result, by the end of the century, church influence on the school remained significant. In England, the state declared the optional nature of teaching religion, but in educational practice it was taught in every school. In France, on the contrary, throughout the 19th century. There was a process of separation of the school and the church. In the United States, public and religious education initially developed separately.
National education systems developed as dualistic, that is, without a connection between the mass primary school and the few secondary educational institutions. Access to secondary school was hampered by high tuition fees, inconsistency between primary and secondary school programs, and the existence of special preparatory classes. To resolve the problems of continuity between primary and secondary schools, in the 19th century. A new type of school arose - the higher primary school, in which the curriculum, in addition to traditional disciplines, included subjects of the natural sciences and real life cycles.
Primary education in most countries of Western Europe and the USA in the 19th century. has not undergone significant changes. The main achievement was the emergence of compulsory free primary education (study period 7 years), in addition, new types of primary schools appeared, the most common of which were evening and Sunday schools for educating adults, which made it possible to increase the level of literacy of the population. Education at the primary level was organized as separate for boys and girls in Europe and joint in the USA, was free (or school fees were insignificant) and met the requirements of the class-lesson system.
In most countries there were some differences in the content of primary education. For example, in England, the primary education program included reading, writing, arithmetic, drawing, and needlework (for girls); in Prussia - the basics of religion, reading, writing, arithmetic, singing, basic information on geography, history, natural science; in France - reading, writing, counting rules, religion lessons, basic science, geography, agricultural labor; in the USA - reading, writing and arithmetic.
The greatest changes in the 19th century. occurred in secondary education. Although educational institutions for the most part retained their traditional names, the content of education and the organization of training changed significantly, and real schools and colleges arose almost everywhere. These transformations occurred differently in the leading countries of Europe and the United States. Thus, in England, secondary education was represented by grammar schools. Among them, “public schools” (public schools), which had a classical orientation of education and a closed nature of education, became especially widespread. These schools charged high tuition fees, with the exception of gifted children from disadvantaged backgrounds. The main objectives of the schools were to develop leadership qualities in students, develop student self-government, and prepare students to continue their education at the elite Oxford and Cambridge universities. The vast majority of English statesmen and politicians, military and diplomatic leaders and the highest clergy became graduates of public schools. The curriculum of these schools included subjects of classical education, mathematics, natural sciences, and foreign languages. The other part of the grammar schools consisted of week-long schools of two directions: classical and modern.
In Prussia, the main type of secondary school was a classical gymnasium, but the content of education in it expanded through the study of German language and literature, and mathematics. Throughout the 19th century. the number of urban schools is increasing - real schools, the program of which includes religion, German, mathematics, physics, geography, history, French, drawing, singing, gymnastics. By the end of the century, real education in Prussia was gradually replacing classical education.
In France, secondary education was represented by lyceums and colleges. The education program in them was the same, but the former were financed by the state, and the latter by municipalities. The content of education in them was classical, and the organization of education depended on the sequence of studying disciplines; in lyceums and colleges, education lasted six years, and upon completion of additional “philosophical” education an exam for a bachelor’s degree was expected.
In the United States, the leading type of high school was the academy, whose program included a classical and real-world component. In the 19th century The content of education in the academies was not uniform, since these were private educational institutions. In the second half of the century, on the basis of primary schools, state secondary schools emerged - “high schools”, the duration of education in which ranged from three to five years, and the program combined the disciplines of elementary and secondary education.
In the 19th century In the countries of Western Europe and the USA, secondary state educational institutions for women's education arose. Higher education was concentrated in universities.
Biography.
American philosopher, psychologist and educator. Graduated from the University of Vermont (1879). Prof. Michigan (1884-94), Chicago (1894-1904) and Columbia (1904-30) universities.
The goal of education, according to Dewey's theory, is the formation of a personality who can “adapt to various situations” in conditions of “free enterprise.” Dewey schools did not have a permanent curriculum with a consistent system of subjects studied, but only selected knowledge necessary for the life experience of students.
Dewey adhered to the so-called. pedocentric theory and teaching methods, according to which the role of the teacher in the processes of education and upbringing comes down mainly to guiding the independent activities of students and awakening their curiosity. In the scientist’s methodology, along with labor processes, games, improvisations, excursions, amateur performances, and home economics occupied a large place. Dewey opposed the development of student discipline to the development of their individuality.
He attached great importance to family education and the involvement of parents in solving pedagogical problems. For this purpose, he organized the “Association of Parents and Teachers”.
Dewey's pedocentric concept had a great influence on the general nature of the educational work of schools in the USA and other countries, in particular the Soviet school of the 20s, which was expressed in the so-called. complex programs and in the project method.
- Publications:
- Introduction to the philosophy of education. M., 1921.
- Psychology and pedagogy of thinking. Berlin, 1922.
- Schools of the future. M., 1922.
- School and child. M.; Pg., 1923.
- School and society. M., 1925.
- Ideals, aims and methods of education. L., 1922.
- Human nature and conduct. N.Y., 1930.
- Experience and education. N.Y., 1948
Pedagogical views.
D. Dewey advocated the practical direction of education, proposing to solve its problems through the spontaneous development of the child: “The child is the starting point, the center and the end of everything. We must keep in mind its development, for only it can serve as the material for education.” D. Dewey believed that you can influence a person’s life by caring from childhood about the health, leisure and career of a future family man and member of society. Dewey proposed making the child an object of intense influence of diverse factors: economic, scientific, aesthetic, cultural, etc. He considered education to be a continuous reconstruction of children’s personal experience based on innate interests and needs. A method of learning by doing was developed. According to D. Dewey, labor should become a “center” around which scientific pursuits are grouped.
Labor training and education at school acts as a necessary condition for general development. Manual labor is a means used to “show children the basic needs of society and how to meet them.” For Dewey, understanding labor as a motive and method of learning is important. /1/.
At the end of the 19th century, he opposed formalism and dogmatism and put forward the idea of creating a new school. This school will build its work on the basis of spontaneous interests and personal experience of students, who must acquire all the necessary knowledge in the process of play and work. According to Dewey's theory, education is "School and Society." In this work, D. Dewey criticizes the old education: "It is adapted for service, which means passivity, absorption, in other words, there is ready-made material prepared by the teacher, and which must be absorbed by the student in the shortest possible time. In a traditional school there is very little space for students to work independently.
Another feature of a traditional school is that everything is aimed at managing the largest number of children - this again speaks of the passive role of children. If everything is built on the basis of listening, then we may have monotonous material and monotony of methods. There is no need to take into account the needs and capabilities of children. There is a known sum: the amount of knowledge intended to be acquired by all children indiscriminately in a certain time. From here you can see the typical features of a traditional school:
- passivity
- mechanical hilling of children
- monotony of methods and programs.
The center of gravity lies outside the child. It lies with teachers, but not in direct institutions and the active work of the student himself. Change in education is about shifting the center of gravity. The center and end of everything is the child. It should be understood that the most beneficial thing for a child is to be able to give the child what he needs. Let the child derive some value for himself: positions are expressed, questions are asked, arguments are discussed, and the child gradually learns. The child's misconceptions are corrected.
It is necessary to organize labor classes in workshops, in the garden, in the fields, to create conditions for economic work, where hard work, respect for the rights of others, etc. will be brought up. Now, if all this is organized, then this will be an ideal school. At school, the child’s life becomes the all-determining goal. But what about training? Life comes first, and learning only comes with the assistance of that life. The tasks of education are to restrain his activity and direct it in a certain direction. Correctly directed child activity will give valuable results. But the teacher should not suppress this activity. The teacher can guide this activity by giving it work in a certain direction and thus leading it towards a reasonable goal. And this work requires: familiarization with the material; overcoming obstacles; perseverance, patience. This is until the need for discipline arises - submission to the orders of the authorities, and the acquisition of knowledge. The child should first be allowed to identify his impulse (instinct), and then through criticism, questions of guidance and bringing to consciousness what he did and what he wanted to do.
Four groups of pulses:
- Social impulse- found in personal relationships, conversations, communication. The attraction to language is the simplest form of social impulse. It may be the most important factor in education.
- Construction impulse(instinct to do something). It is expressed in games, in movement, then it becomes more defined and is expressed in giving the material a tangible form and a solid essence.
- Instinct of curiosity(combination of the first two)
- Expressive impulse(a combination of the first two).
Man has natural resources, in other words:
- desire to communicate
- passion for research
- passion for creating things
- attraction to artistic expression of oneself.
The traditional school assumed that the student, in front of the teacher and other children, made a report on the information that he gleaned from the textbook. With the new formulation of the matter, this report becomes the most important social function for children; for the teacher it is a casual conversation. Here there is an exchange of opinions, experiences, views with elements of criticism, where incorrect opinions are corrected.
The child is constantly active and will give use to the abilities invested in him. The role of the educator in the right direction of his activities is the role of a consultant. Education must be based on the original and independent existence of innate abilities; it is a question of their direction, and not of their creation. /2/.
D. Dewey identified three groups of objects:
- Nature
- Work
- Society
He used the theory of innate ability. Experience and practice act as tools of action. The purpose of education: the education of an unprincipled business, dexterous, skillful person, ready to strive for profit at any cost. He suggested using the trial and error method, the project method.
The ideas of John Dewey were developed by his followers: E. Parkhenrst, E. Collings, W. Kilpatrick, etc.
In their own way, German teachers - theorists of personality pedagogy (E. Weber, etc.) interpreted the ideas of reformism.
They viewed the pedagogical process as a synchronous interaction between mentor and student, which is creative in nature and excludes suppression of the student’s personality and strict regulation. The goal of education is the formation of a personality based on the high mental activity of a person who is able to overcome his internal instability, with the help of eternal values, primarily religion and citizenship.
Analysis of pedagogical work.
John Dewey: From child to world, from world to child
In his experimental school, Dewey was able to implement his idea of “learning by doing,” when children not only acquired knowledge, but also learned to use it, i.e. really lived, and not just prepared for adulthood life . The so-called “project meta” and “productive learning”, later developed in more detail by his students, contribute to the development and self-regulation of the individual, teach one to navigate the culture and interact with other people. Reading Dewey's works is not an easy task. But the thoughtful and patient reader will be rewarded. Dewey examines in great detail the problems of democratization of education, sifting them through the sieve of his meticulous analysis, revealing pitfalls human psychology , leading him to a false understanding of certain phenomena of life, teaches readers to find rational grains in contradictory judgments.
Tomina E.F.
Orenburg State University E-mail: [email protected]
PEDAGOGICAL IDEAS OF JOHN DEWEY:
HISTORY AND PRESENT
The article examines the stages of development of J. Dewey's pedagogical ideas in the educational space of foreign countries and Russia. The relevance of J. Dewey's ideas in modern educational practice is shown. Methods based on the ideas of J. Dewey are considered: the Dalton plan, the project method.
Key words: pragmatic pedagogy, pedagogical ideas, values, progressive school, Dalton plan, project method.
In pedagogy, historical and pedagogical research is of particular importance, revealing the continuity of scientific traditions and innovations, determining the scientific potential of pedagogical theories and concepts of the past, their heuristic and predictive functions. The pedagogical ideas of the scientist J. Dewey are in many ways consonant with the tasks facing the school, both in the past and at the present time, and therefore require modern understanding in connection with the development of problem-based learning. J. Dewey's pragmatic pedagogy was reviewed and adopted in many foreign countries.
In the United States, pragmatic pedagogy is officially the basis for the work of many schools, but its practical application has been followed by both positive and negative factors. Disciple and follower of J. Dewey W.H. Kilpatrick created the project method in teaching based on the pedagogical ideas of his teacher. The project paid great attention to the developed principle of J. Dewey “learning through activity”. The scientist proposed to build learning on an active basis, through the expedient activity of the student. It is important to show children their own interest in the acquired knowledge that will be useful to them in a real life situation. J. Dewey criticized some of his student’s ideas and believed that it was not worth building all of education around the project method, since it is short-term and impermanent, often accidental and trivial, which is clearly not enough for a full-fledged education. The knowledge that students gain independently in the process of project activities is technical.
He saw the main task of the new progressive school in developing children's skills of reflective thinking and adaptation in society, and in raising active, independent people - individuals! He believed that society would become more worthy and harmonious if the school imbued the member of its small free community with the spirit of serving society and provided him with the means for creative activity.
In the educational practice of the United States, the main ideas of J. Dewey can be traced about the need to connect learning with life, rely on the value of the student’s experience, and place him in the position of a researcher of subject content. In the 1960s and 1970s, J. Dewey's pedagogical ideas were sharply criticized.
Since the 1980s In progressive US schools, the curriculum acquires special value; it is built on the active activity of students, taking into account family life, and the teacher has a new role as an organizer and consultant. In the USA they are proud of the “progressive school” developed by J. Dewey; it is good because at the beginning of the year children choose subjects that they will have to attend without fail throughout the year. This model, of course, has obvious advantages, but there is also one significant disadvantage: the modern content of education in such a school is at a very low theoretical level. The peculiarity of the American school is a narrow focus on one’s own country, on one or at most two disciplines and the complete absence of a wide range of knowledge.
ny. The crisis of the American school in recent years has shown that the “progressive school” is also not an educational panacea.
In the 21st century, the ideas of pragmatic pedagogy form the basis of American teaching theory and practice, and design, which has received a modern interpretation given by the followers of J. Dewey, occupies a major place in the educational space.
In Great Britain, the pedagogical ideas of J. Dewey were grasped at the beginning of the twentieth century. In 1906, a series of articles by J. Dewey appeared entitled “School and the Child.” In 1929, in the system of teacher education, for various reasons, J. Dewey was recognized as an image of progressive modernization and pushed aside. However, UK teachers still relied on many of the scientist’s provisions in the pedagogical discussion, transferred elements of his pedagogy into school practice, undeservedly remaining silent about it. Basically, pedagogical ideas about the student’s personality, which is at the center of the educational process, were used; on involving students in practical work; about the value of experience, which is inseparable from education; about the new role of the teacher as a consultant. These ideas were in demand until 1949.
In the 60s, the educational process was viewed through the prism of modernization, paying attention to the experience of the past, especially to the legacy of progressive teachers.
However, from 1980 to the present, educators have relied on many ideas in the pedagogical concept of J. Dewey and transferred some elements of his pedagogy into the educational process of schools.
In Germany, the perception of the ideas of J. Dewey's pragmatism became the tantalizing moment that stimulated discussion within the framework of the German pedagogical debate. In 1910, Georg Kerschensteiner, the founder of the “labor school” in Germany, visited the USA and admitted that he was surprised by the ideas of the reformer J. Dewey, who proposed a fundamentally different model of the school - the “school of labor”, the “school of activity”. He not only critically analyzed them, but in many ways was a like-minded person of the great American.
It is no coincidence that G. Kershensteiner was called “the German J. Dewey.”
Edward Spranger assigned a modest place to the pragmatism of J. Dewey in the philosophical and pedagogical aspect. Soon, because of an authoritative friend, G. Kershensteiner stopped promoting the texts of J. Dewey.
In the articles of J. Dewey, which were translated by L. Gurlitt, there was a misunderstanding of the conceptual provisions of J. Dewey. He reduced the idea of the importance of relying on the value of experience to sharing experiences for the purpose of achieving discipline and formal education. The idea of social, political and pedagogical inclusion of the labor force can be traced, but the democratic background was rejected due to nationalism. L. Gurlitt could not literally convey the meaning of the principle of organizing training, according to J. Dewey. The idea of self-government and self-organization was not recognized by the German colleague.
German reformers paid attention to the connection between school and life. They discussed the new role of the teacher, focusing on work activity and experience, socialization. Peter Petersen published publications related to project methodology, where there are no direct references to the ideas of the American reformer, although they are widely represented in it.
S.I. Hesse argued that J. Dewey views education as the practical side of a dynamic philosophy, oriented towards reality, the unity of the individual, mental growth through the continuous reconstruction of experience and further towards logic as a tool of experimental abstraction. He described in his work several central provisions of J. Dewey, which acted as unfamiliar theories, and then served as thoughts for the purpose of improving various ways of thinking. I found a negative side of J. Dewey's pedagogy in the fact that the scientist does not declare the practical value of pragmatic pedagogy in secondary schools, since his examples concerned the first stage of eight-year classes of his Chicago experimental school. He also questioned the idea of a connection between pedagogy and philosophy. Regarding the labor school S.I. Hesse was close to the ideas of J. Dewey. Labor school - education and work,
which are not opposed to each other. At the center are the interests of the individual, realized through practical activity, in which the cultural and value life of humanity is learned.
In 1933, in Germany, the pedagogical ideas of progressives and ideas about democracy in education were prohibited. They were returned to the new Germany immediately after the war. In the period 1945-1965, ideas associated with J. Dewey were the focus of attention of German educators, but they were interpreted differently. In 1947, criticism began against reformist pedagogy. Conservatives and opponents of the new school raised their heads, and since 1948 it became impossible to rely on the ideas of J. Dewey. But already in the 50s, school life itself was subject to change, and reflection began on oneself and the world around us. In the 1960s in Germany, project technology was perceived as an alternative to traditional reproductive teaching methods - lectures and seminars.
In the 70-80s. will again turn to the ideas of J. Dewey about the new school, activity and teaching. There is an increasing interest in general and school pedagogy, project-based interdisciplinary lessons, and problem-based learning.
Since the 1980s, the design methodology has been intensified. J. Dewey used the term “project-problem-situational experience”; he also defended the importance of the teacher’s role at each stage. I would like to note that German researchers were among the first to distinguish between the positions of J. Dewey and W.H. Kilpatrick in relation to the design methodology.
In France, the pedagogical ideas of J. Dewey caused many years of debate: some defended his principle of “learning by doing,” while others rejected and defended authoritarian teaching methods.
In 1924-25 Emile Durkheim outlined the importance of pragmatism at the initial stage of socialization, emphasizing the need for democratization of education.
In 1930, J. Dewey was awarded the honorary title of Doctor of the Sorbonne University, in recognition of his model of the “new progressive school.” In 1947-1958 education embraces deprogressivism.
French researchers of the 1960s Fernand Oury and Aida Vazquez expressed doubts about whether it was worth introducing French readers to the legacy of J. Dewey. They said that J. Dewey's optimism about American democracy was only partially acceptable to France.
But already in the 70-90s, the ideas of J. Dewey were included in the pedagogical activities of France. Georg Spiders and other French teachers reproached the scientist for belittling the role of the teacher and unclear interpretation of his place in the learning process. They saw a desire to give the teacher the right to show children that their activity occurs within a broad cognitive context.
Just like Germany, modern French authors unfairly attribute to J. Dewey the shortcomings of the design method.
Delledal wrote a number of books about pragmatism and its founders, more precisely about J. Dewey. The idea of constant reconstruction of the value of experience requires constant adaptation of school practice to changing conditions of life.
The value of experience became an attractive idea in the legacy of J. Dewey for many supporters of the “new education” movement in France. Here they tried to implement the recommendations of J. Dewey in school practice, although even now the ideas of self-management of the learning process are perceived here ambiguously.
It is known that in Italy the years 1943-1955 became a period of rise and fall of progressive education. In this country, the task was set to democratize curricula, improve educational materials based on the ideas of democracy and progress, consonant with the ideas of J. Dewey. But the ideas of progressive education faced strong opposition and from the church, so the curriculum in Italy did not change from 1955 until 1985.
Only in the 1960s did the ideas of progressivism penetrate into Italy, thanks to the intensification of learning theory and educational psychology. In 1980, the University of Urbino held a conference in honor of J. Dewey. Many talk about the strong influence of pedagogy on the progressive pedagogical movement.
in the country, and some declare the “failure of the revolution.” Until 1982, there were no studies that would highlight the influence of J. Dewey's ideas on educational reform in Italy.
Since 1990 Interest in the works of J. Dewey and his educational practice increased noticeably. His ideas about the learner's personality, which is at the center and individual abilities; on involving students in practical work; about democracy; Italian educators are once again attracted to the value of experience, which is inseparable from education.
In 1924, J. Dewey visited Turkey as the country was trying to break with Muslim theocracy and become a secular state. The percentage of the illiterate population in this country was very high, and therefore the creation of a modern education system became a matter of survival for the young republic. Among other reforms in the education system was the transition to the Latin alphabet. After returning to the United States, J. Dewey published his report and recommendations on the Turkish education system, pointing out that education should primarily be seen as an investment in the younger generation, on whom the future of the country depends. J. Dewey expressed a desire to introduce Turkish teachers to progressive pedagogical ideas, and also recommended that they familiarize themselves with the experience of other countries. He believed that the teaching profession should recruit people from the intelligentsia, who require subject knowledge and the use of progressive methods and techniques in teaching. Mustafa Necati implemented many of the ideas of his American colleague in the 20s. In rural institutes in Turkey, J. Dewey's ideas about combining work and study were implemented. The scientist’s wishes for teacher training were almost completely implemented in the practice of Turkish education. In 1924, the work “School and Society” was published in Turkish, translated by Arnie Basman. However, later the pedagogical ideas of J. Dewey were interpreted incorrectly. In modern times, the influence of the ideas of pragmatism is visible in the Turkish educational space, but the fundamental
The main role is entrusted to the culture of the nation, which contains its outlines.
Japan, in its educational doctrine, is a symbol of Eurasian culture, where the experiences of different peoples are intertwined, including in the field of education. Following Western models, in the second half of the 19th century, Japan became the only non-Western country that was able to modernize its education without becoming dependent on other countries. The Japanese chose the educational systems used in the West, the most acceptable for the country, and adapted them for themselves. For example, elementary school in Japan includes, in addition to compulsory lessons - mathematics, calligraphy, music, Japanese language and computer - a lot of extracurricular activities that take the same amount of time as other lessons. A variety of private lessons and activities develop the moral and aesthetic values of the child’s personality.
For Japanese educators, J. Dewey's ideas about the need to make the child the center of the entire process of learning and upbringing became attractive already at the end of the 19th century. In the 20s, the Dalton Plan, based on the ideas of the reformer, became popular. Ideas about involving students in practical work, about the value of experience, which is inseparable from education, about reflection have received wide support from progressive teachers.
By the 1930s, the progressive movement was in decline, and Japan was preparing for war. The post-war decade was a difficult test for the entire Japanese education system, but already in 1959 a guide to research on the interpretations of J. Dewey's pedagogy was published. The experience of the problem approach in education served as an incentive for many Japanese educators who carefully studied the legacy of J. Dewey.
Since the 1960s, interest in the ideas of J. Dewey has been constantly growing. Especially after the barrage of criticism of his work. Many of his ideas about the relationship between school and society, the way to develop students’ cognitive independence, fit well into the context of the modern pedagogical worldview of Japan.
Since the 80s From the 20th century to the present day, computers are used in schools. Almost every classroom has a computer with a local network connection and high-speed Internet access. Primary school students, learning the basics of using a computer, collect information via the Internet and report to the teacher via the network what they have learned through their home page. Special programs have been developed to ensure that children work in groups, communicate via e-mail with students from other schools, and create databases. In addition, they study copyright and rules for using Internet resources. In other words, here children learn the basics of using a computer as a means of obtaining information.
In addition to the computer school, the “open plan” method is flourishing in Japan. An open floor plan is probably the dream of any restless person, because it means the absence of a strict schedule and outdoor activities. Classes in such a school are located in a spacious interior with collapsible partitions. With such an organization of the educational process, when there are no walls and classes are in constant communication with each other, the effect of sociability and independence is achieved. The open plan school has no bells to announce the start or end of classes. Japanese educators say open space enlightens the mind and promotes reflective thinking.
In the XX-XXI centuries. In Russia, the educational space is being modernized; in connection with this, professional attitudes are changing, the system of values is changing, the search for new approaches to the selection of the content of training and education, the formation of new pedagogical attitudes and guidelines. Domestic teachers turned to the analysis of the pedagogical systems of foreign scientists, including the American philosopher and teacher J. Dewey, in search of new forms and methods of educational content, which, both in the 20-30s and currently, is one of the most relevant.
In Russia, researchers identify several stages in the implementation of J. Dewey’s pedagogical ideas.
The first stage is from 1917 to 1920, the predominance of optimism that the theoretical principles of ideas are quite freely transferred to the practice of the Unified Labor School without their serious processing and comprehension.
The second stage is from 1921 to 1924, a period of critical rethinking of the pedagogical ideas of J. Dewey. In the Soviet school, teaching methods to a large extent overlapped with the “project method” that was used in foreign labor schools. The use of the Dalton plan and the project method allowed us to hope that individualism associated with the nature of educational work could be neutralized by strengthening the aspects of collectivity, and the content of the methods could be completely socialist.
The third stage is from 1925 to 1929, the period of comprehension of the pedagogical ideas of J. Dewey and the creation of new technologies based on them. Working according to the Dalton plan led to a decrease in the level of theoretical knowledge of the teacher himself. This was explained by the limited methodological material of pragmatic didactics. The project method proposed by W. Kilpatrick, based on the philosophy of pragmatism of C. Pierce, J. Dewey and the psychology of E. Thorndike, assumed that students would acquire the necessary amount of knowledge, skills and abilities through the mechanism of including students in a cycle of educational projects. The “project method” has become widespread. The general reason for the failure of foreign borrowing was that there was a direct dogmatic transfer of a generally effective element from one pedagogical system to another and without taking into account the politics and ideology of various social systems.
J. Dewey highly appreciated the successes in the development of education in the Soviet Union and noted the enormous desire of the people to master values in education and culture. He noted significant progress in the development of material production, the elimination of mass illiteracy, a certain rise in the cultural level of the population, and considered this a huge achievement. He criticized the totalitarian regime thoroughly and uncompromisingly. In the second half of the 30s of the twentieth century
J. Dewey found himself drawn into the political games of the Soviet leadership due to the condemnation of L. Trotsky. A commission to conduct the “counter-trial” was created under the chairmanship of J. Dewey. The conclusion of J. Dewey that L. Trotsky was not guilty of anything, and the references to him that were made during the trials were nothing more than slander, sharply changed the attitude towards J. Dewey in the Soviet Union. It is clear how official circles of the Soviet Union reacted to J. Dewey’s demarche. Russian followers of the teachings of J. Dewey were exiled by Stalin to Siberia. The so-called “pedology” was sharply condemned, as bourgeois pseudoscience and the pedagogical ideas of J. Dewey were not only sharply criticized, but also banned until the second half of the 80s. XX century. From the perspective of Marxism-Leninism, there was sharp criticism of the progressive concepts that had developed in the field of pedagogy and pedology in the previous period.
In the 50-70s, scientists returned to the problem of the teacher. A number of monographs are being published that examine the process of personality formation and the development of professionally significant qualities of a future teacher. The problem of personal and professionally significant qualities of a teacher finds new solutions in the research activities of scientist-teachers in the 80s.
The fourth stage from 1980 to 2010. In the 1980s. Russian pedagogy again turned to the legacy of the scientist J. Dewey in the wake of cooperation pedagogy. Subsequently, interest in it increased in the logic of understanding the processes of school democratization, a new reflective model of education, and interactive methodology. Since 1991, Dewey's practice is a modern practice in many schools, especially within the primary secondary school, and Dewey's theory is a modern theory in the educational space of our country. The project method has received a new life in domestic education in three areas. Firstly, within the subject area associated with various technologies, both in basic secondary and primary vocational education. Secondly, during the computerization of education, projects appeared that were carried out by groups of children with or without teachers as a result
having a software product. Thirdly, the project method is actively used in domestic schools that have entered the international baccalaureate system, as well as in gymnasiums and lyceums.
Currently, in connection with the reform of education in Russia and the development of ideas of progressive education, the interpretation of the ideas of J. Dewey in domestic pedagogy is relevant. Thanks to the development of a democratic society, individuals in our country become in demand, and ample opportunities open up for them. Among the various areas of new pedagogical technologies, a special place is occupied by developing, person-oriented technologies that embody ideas and specific developments. All this significantly updated J. Dewey’s pedagogical system for Russian education.
In the 90s, innovative teaching technologies began to appear in school practice, aimed at involving students in an active cognitive process. In the 2000s, the period is characterized by a rethinking of the value system of education and is defined as an “axiological revolution.” There is a transition from information forms to active methods and forms of learning with elements of problem-solving and scientific research. The “project method” also began to be filled with new content, the purpose of which was to individualize the learning process and create for each child the opportunity to study in the most convenient mode for him. There are more opportunities to use modern electronic resources and Internet resources. In modern times, the developed stages of problem-based learning by J. Dewey are used, which activate the student, his interests, abilities and capabilities rather than a lesson, task or individual subjects. They set the task of educating a flexible, creative, thinking and cooperative student, and not a passive person. Currently, the pedagogical idea of lifelong education and the interconnection of all levels of education seems common and widespread. But in the time of J. Dewey, this was a progressive and new approach.
Using the experience of the past, it helps to bring together the modern scientific Russian and foreign level of refraction of historical processes with the progressive views of world scientists. In drawing a conclusion, we would like to note that throughout the 20th-21st centuries, in foreign countries and in Russia, the problem of values in the pragmatic pedagogy of J. Dewey has always been relevant.
developed and acquired moral and social significance during difficult moments in history. The values formed in the conditions of crisis form the basis for the interpretation of the new educational paradigm of J. Dewey, and the teaching methods he proposed are aimed primarily at the formation of independent thinking and the intellectual development of students.
Bibliography:
1. Dalton plan in Russian school / ed. I.S. Simonov, N.V. Chekhova). - L.: publishing house Brockhaus and Efron. - 1924. -139 p.
2. Dewey, J. School and Society / J. Dewey. - M.: Gosizdat, 1924. - 168 p.
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