The failure to resolve the dichotomies in Experience and Education is Dewey's explanation for why educational reforms have not succeeded. It seems we often focus on one extreme in order to fix problems while ignoring the benefits of the other extreme. Dewey argues that the reforms are not wrong, but rather the implantations. From what we discussed in class and the readings, I would conclude that Dewey was involved in the progressive movement that changed traditional schools into more child-centered establishments. The assigned reading seems to be a rationale for why some of the reforms did not work.
I found a correlation between Dewey's idea of growth and Bloom's idea of movement. Bloom states that, "Movement takes the place of progress, which has a definite direction, a good direction" (221). I think switching between the two dichotomies is a direct reflection of what Bloom is discouraging. A progression from one to the other would be a more positive growth described by Dewey.
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2 comments:
For Bloom, movement is a bad thing, as we take movement for progress. Are you saying Dewey's growth is like Bloom's movement?
Excellent post.
No, I was trying to say that Bloom would agree with Dewey in the idea that growth has to have a positive direction. I think Dewey would say that progressive education has been misinterpreted because it became a movement instead of a progression.
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