Comparison of the Views of Dewey and Stone

rock music's (4) space resonates with contemporary directional issues and reform mandates that must be addressed in an educational system far more diverse and complex than visualized by Dewey (4).

Dewey (1) stated that "the only true education comes finished the stimulation of the child's powers by the demands of the social situations in which he finds himself." Further, Dewey (2) took the position that the educational process itself was psychological and sociological in nature and neither of these aspects could be subordinated to the other. With the psychological side functioning as the basis, Dewey (6) believed that the child's own instincts and powers worked to furnish the material and give the starting depict for all education.

This particular view of development firmly positions Dewey (7) as having been influenced by Darwin. Dewey was a pragmatic, concerned with what he power saw as integration, reflection, and come across. He believed that education must engage with and enlarge experience (Smith, 1). Dewey's theory of education, with its reference to interaction and environments for knowledge, has provided a framework for pedagogic practice that remains viable today (Smith, 1).

Barbara S. Stengeluthor (2) has pointed bring out that Dewey viewed education as a process of living and the school as an embryonic social life or community in which the psychological necessity and developmental as well as intellectual needs of each student

1. Situate instruction in action, avoiding student

Stone (1) points out that Dewey was a developmentalist who, unlike Stone himself, did not rely on a formally stated developmental sequence. Rather, said Stone (6), "Dewey believed that evolution had equipped man with characteristics fitted to certain types of naturally occurring experiences" and consequently, choice instruction was "the practice of fitting educational experiences to the emerging characteristics and proclivities of the child." inappropriate Rousseau, said Stone (2), Dewey did not see maturation in and of itself as sufficient to guide the process. Rather, Stone (5) said that Dewey saw education as a process designed to farm a student's reflective power.

Where Stone (2) tends to depart from Dewey (6-8) is with regard to the viability of reversive to a developmental perspective in structuring classroom learning activities. Stone (9) viewed developmentalism as a longstanding but poorly recognized educational doctrine that may represent a form of romantic naturalism. Basically, developmentalists recognize that children acquire knowledge and skills done experience and through engagement or interaction with the world. What Dewey offered in Stone's (5) view was a form of developmentalism that encourages teachers to use such pedagogical methods as reflective thinking, trusty learning, authentic assessment, and hands-on experiences in designing programs and content.

http://epaa.asu.edu/epaa/v4n8.html.

Smith, M.K. "John Dewey." 2004. Available at www.infed.org

Stone, J.E. "Developmentalism: An fuddle but

Evolution, said Stone (3), equips human beings to learn by declaration problems. Dewey (2) certainly recognized that this was the case and called for instructional systems that provide students with legion(predicate) opportunities to solve real world problems. This is what Stone (3) would call authentic learning. Authentic learnin
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