Development of John Dewey’s educational philosophy and its implications for children’s education

Bibliographic Data

ID21728097
AuthorsYan–Hong Ye (Minghsin University of Science and Technology), Yi-Huang Shih (0000-0002-1461-0876, Minghsin University of Science and Technology, corresponding author)
Year2021
Volume19
Issue8
Pages877-890
Publication date2021-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1478210320987678
OpenAlexW3124762558
LanguageEN
Citations received8
References cited15

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility

Democracy · Democratic Education · Higher education · Pedagogy · Philosophy of education · Political science · Politics · Social change · Social philosophy · Social relation · Social responsibility · Social science · Sociology · Diverse Education Studies and Reforms · Education Methods and Practices · Law · Values and Moral Education

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