John Dewey and the Social Studies Curriculum

Bibliographic Data

ID11071084
AuthorsKieran Egan (Simon Fraser University, corresponding author)
Year1980
Volume8
Issue2
Pages37-55
Publication date1980-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1980.10506081
OpenAlexW1980629144
LanguageEN
Citations received7
References cited2

The purpose of this article is to discuss three ideas which seem to have had a profound influence in making the social studies curriculum what it is: the belief that one must begin all teaching and learning from the child's everyday experience, the distinction between natural and formal education, and the distinction between socializing and educating. The best-known exposition of these ideas can be found in the writings of John Dewey, particularly Education and Democracy; the author focuses on those parts of Dewey's overall thesis which provide some fundamental ideas on which the present social studies curriculum stands, with the intention of showing the frailty of those foundations

Curriculum · Curriculum studies · Democracy · Education theory · Epistemology · Exposition (narrative · Higher education · Natural (archaeology · Pedagogy · Philosophy of education · Political science · Politics · Progressive Education · Social science · Social studies · Sociology · Educator Training and Historical Pedagogy · Law · Philosophy · Pragmatism in Philosophy and Education · Values and Moral Education

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