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Why Dewey Matters

Why Dewey Matters John Saltmarsh ...unless education has some frame of reference it is bound to be aimless, lacking a unified objective. The necessity for a frame of reference must be admitted. There exists in this country such a unified frame. It is called democracy. (1937)1 ...whether this educative process is carried on in a predominantly democratic or non-democratic way becomes therefore a question of transcendent importance not only for education itself but for its final effect upon all the interests and activities of a society that is committed to the democratic way of life. (1937)2 as a powerful instrument to help them solve the multitude of perplexing problems that continually confront them in their daily lives--and when they reflect on their experience and thereby increase their capacity for future intelligent thought and action. Intelligence does not develop simply as a result of problem-solving action and experience; it develops best as a result of reflective, strategic, real-world problemsolving action and experience. Dewey emphasized that actionoriented, collaborative, real-world problem-solving education can function as the most powerful means to raise the level of instrumental intelligence in individuals, groups, communities, societies, and humanity.12 John Dewey and Civic Engagement Civic engagement practitioners have long discovered http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Good Society Penn State University Press

Why Dewey Matters

The Good Society , Volume 17 (2) – Jan 18, 2008

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Publisher
Penn State University Press
Copyright
Copyright © 2009 The Pennsylvania State University
ISSN
1538-9731
Publisher site
See Article on Publisher Site

Abstract

John Saltmarsh ...unless education has some frame of reference it is bound to be aimless, lacking a unified objective. The necessity for a frame of reference must be admitted. There exists in this country such a unified frame. It is called democracy. (1937)1 ...whether this educative process is carried on in a predominantly democratic or non-democratic way becomes therefore a question of transcendent importance not only for education itself but for its final effect upon all the interests and activities of a society that is committed to the democratic way of life. (1937)2 as a powerful instrument to help them solve the multitude of perplexing problems that continually confront them in their daily lives--and when they reflect on their experience and thereby increase their capacity for future intelligent thought and action. Intelligence does not develop simply as a result of problem-solving action and experience; it develops best as a result of reflective, strategic, real-world problemsolving action and experience. Dewey emphasized that actionoriented, collaborative, real-world problem-solving education can function as the most powerful means to raise the level of instrumental intelligence in individuals, groups, communities, societies, and humanity.12 John Dewey and Civic Engagement Civic engagement practitioners have long discovered

Journal

The Good SocietyPenn State University Press

Published: Jan 18, 2008

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