Democracy+and+education+Chapter+12+continued

Summary Chapter 12 continued (Bernadette Van Riper)

III. In this portion of the chapter Dewey begins stating the fact that there are inconsistencies in teaching that interfere in the fostering of methods that incorporate intelligent learning. This may cause the child, pupil or adult to become conditioned "to surrender to the mercy of routine habits". (Dewey, p 152) Routine learning of facts, memorization, data that has previously been instilled in the mind brings a standstill to an expansion of individual ideas and perceptions. Dewey explains that purposeful thought will incur creativity and allow opportunities to stimulate the mind towards inventive thinking. For example, placing baking soda, eye droppers, flavored kool aid, vinegar and cups for a child to experiment with will give them the opportunity for independent discovery. A second group can be given the same components only replacing the vinegar with water, In this way children can share and discuss results. Dewey states a profound fact that should be practiced in all learning environments that "the teacher is a learner and without knowing it the learner is a teacher." (p.160) Through this example of the experiment, a chemical reaction takes place when vinegar and baking soda are mixed. One of the new substances formed is carbon dioxide gas. Through this activity children will learn to plan an experiment, predict results, observe events and make observations They are also using their senses and are able to creatively explain what they observed instead of being given witten material from a book. Dewey stresses the importance of children engaging in sharing ideas and learning then becomes purposeful. Dewey states, "that teachers would find their work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away of what others pour into them". (p.159)

IV. In this portion of the chapter Dewey reminds us of the passivitiy of traditional education and the need for more successful methods of instructions that require more ways for dealing with situations of learning through experience. (p. 160) It is of utmost importance that a classroom environment is a place where each child is acknoweldged as a unique individual whose ideas are given recognition as significant. Dewey also makes an excellent point which ties into the teaching method of drilling types of instruction. (found in second to the last sentence of the second paragraph, p. 161) For example reading a novel in a literature class can foster creative thoughts and critical thinking and also different views that are all recognized as valid means of discussion. In contrast a history course is strictly by the book. For example, the majority of children are taught that Lincoln's Emancipation Proclamation freed the slaves, but this is not true case. For our society to interrelate and become truly united we must learn and accept the true facts of history and in this way we can begin to create a a world where there is a better understanding in the struggles of others. Dewey concludes that wiser teachers creates opportunites for pupils to learn systematically in a way that each educational experience flows and connnects to the next not only in the abstract but in real life experiences. "Opportunities exist" and Deweys theories require us to help students engage in many opportunities and take part in as many as we can provide in purposeful ways. (p.163)