Saturday was the anniversary of the initial publication of My Pedagogic Creed.
Here's a nice look at it from the Education Policy Blog. (I'm a big fan of the blog in general).
Showing posts with label My Pedagogogic Creed. Show all posts
Showing posts with label My Pedagogogic Creed. Show all posts
Tuesday, January 19, 2010
Thursday, January 14, 2010
Notes/Questions on My Pedagogic Creed
Here are my reading notes/key points/questions about Dewey's My Pedagogic Creed. You can post further questions as comments, or just jump right in and make your own post!
Article 1: What Education Is
It's a cultural process -- the process of bestowing "the funded capital of civilization" on the young. The young then get to meaningfully participate in civilization. Civilization then continues. Formal education is part of this process.
Process is one that we might call maturation. From self --> society. Puberty to adulthood. (See Parker's "Teaching Against Idiocy").
Process has two sides: psychological and sociological (or individual and social). Each individual has unique interests and powers. Education won't work unless it begins with where each child is at. Then must connect individual interests/abilities with social ends. (Themes of continuity and ends/means).
Article 2: What The School Is
The school is the social institution given the specific task of educating, given Dewey's definition of education.
"Education is the process of living and not a preparation for future living." (230)
Schools ought to be a genuine form of social life that reproduces and simplifies the complex social relations of the adult world. This allows children to gradually become a part of those relations without being overwhelmed or "disintegrated." (231) It is the transition between home and society, so it must base itself in home activities.
Does the school provide moral education? If so, how?
What do teachers do?
Article 3: The Subject Matter of Education
Wong to start with "subjects." Must start with social life and demonstrate that "subjects" gradually grow out of our everyday activities.
"The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience." (232-233)
"Education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are the same thing." (233)
Article 4: The Nature of Method
Action is where we must begin and end. Interests motivate action. Emotions follow action.
Odd bit about images (233). What's he up to there?
Article 5: The School and Social Progress
Education is the way we change culture because it's how culture is reproduced.
"Through education society can formulate its own purposes, can organize it's own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move." (234)
Article 1: What Education Is
It's a cultural process -- the process of bestowing "the funded capital of civilization" on the young. The young then get to meaningfully participate in civilization. Civilization then continues. Formal education is part of this process.
Process is one that we might call maturation. From self --> society. Puberty to adulthood. (See Parker's "Teaching Against Idiocy").
Process has two sides: psychological and sociological (or individual and social). Each individual has unique interests and powers. Education won't work unless it begins with where each child is at. Then must connect individual interests/abilities with social ends. (Themes of continuity and ends/means).
Article 2: What The School Is
The school is the social institution given the specific task of educating, given Dewey's definition of education.
"Education is the process of living and not a preparation for future living." (230)
Schools ought to be a genuine form of social life that reproduces and simplifies the complex social relations of the adult world. This allows children to gradually become a part of those relations without being overwhelmed or "disintegrated." (231) It is the transition between home and society, so it must base itself in home activities.
Does the school provide moral education? If so, how?
What do teachers do?
Article 3: The Subject Matter of Education
Wong to start with "subjects." Must start with social life and demonstrate that "subjects" gradually grow out of our everyday activities.
"The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience." (232-233)
"Education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are the same thing." (233)
Article 4: The Nature of Method
Action is where we must begin and end. Interests motivate action. Emotions follow action.
Odd bit about images (233). What's he up to there?
Article 5: The School and Social Progress
Education is the way we change culture because it's how culture is reproduced.
"Through education society can formulate its own purposes, can organize it's own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move." (234)
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