Page 1 :
jobn Dewey occupies an important place among the great creators of modern, , The work that John Dewey has done in the field of education, e ieled by any other educationist, His thought ended the ancient customs, ange the Very’ form of education. He has influenced the world education in, aor or less measure Bagle described him as the hero of world education and said, oa the great leadership which he executed for over forty years, is extremely, ynoradle and dignified. His leadership in the field of educational theory has, rneended the barriers of the nation to influence the whole world, He was a, ehcational leader in rue sense of the world,, , and philosophy, , The words of Rusk about John Dewey’s influence and importance are worth, nexomng, “We are obliged to John Dewey for his contribution to the, ‘ucation through which he challenged the old hackneyed ideals and, ‘mwoght the education in contact with the realities of the life of the day, and, ‘ait it a principle that education and philosophy must think over the, *riblems of the age,”, , “ta Dewey's education, “eribons. He pave a new, “Tes that his educational, ihn Dewey as a great, , © 4 writer, philosopher and cducationist of modem age. He, sented educatio,, , «Sarma nal world with his great creations, In this respect, Gand, “ery times ve writen, “John Dewey is one of the tremendous thinkers of, AN Wh and his creations are read in the world with great interest., 84. his has included John Dewey among the great philosophers of, ty lose on “John Dewey is to be classed among those men who, Hing ts thoughts relevant to the needs of their own day. In, with: U*tion he is to be classed with the ancient stoics, with, , Fancis Bacon, with Descartes, with Locke, with Auguste, , al thought have had immense effect for the coming, direction to education by his thought, Nethense has, movement has enlightened our path.

Page 2 :
90, Teacher i" Emereins Incduan S, , Life and works of Dewey, The world’s sre teducationist John Dewey was born in WEP, , city in 1859, Jorn Dewey's father was a common trader. His mother Was or, : jon was conducted nn, , font ot Welliy or, sl, , 4, , , , , , , , , , , , , , , woman and he wis influenced by her much. His education ° fren the ,, town, He received his degree in B.A. at the age of nineteen Ye ars froin the Vernon,, n by getting MANTIS op, , University. He displayed his spectal distinetiot, philosophy. He studied “hibooogihy for one year aaa 7 me ‘Re, his Ph.D in [882 on Kant's philosophy from the = eit Ww the 4 became a teacher in the Michigan Universtty- After ee Shilosopy i re ., and Michigan universities, he was appointed te ae the direct it 5 j ™ ;, and education in the Chicago Univers!) in 1794.1 . s a professor in 14s |, Education from 1902 to 1904. He was appointed 7 t =, Columbia University and served her until his os 7 schu! which ‘, While working at the Chicago University. = a sion on the b ; ie _—, the Laboratory School. The children were sen oud ind ae theor es, and expenence here. Here educational theories igi pew ey took tin, taid down on the basis ofexperiments and enquiry. ° 7 ; coe PUrOIN Visto,, educational programmes in his life time. He was koe ok a University, deliver a lecture on education phil ‘ - eed yin 193 the Beijing, University for delivering lectures on education Ft me saa aa, government invited him to prepare 4 recommendation on te oe ot noe, <chools. Until the end of his life, John Dewey continued to work in the researc, vvork and literature writing about philosophy and education, This great educationig, , breathed his last in 1952., John Dewey has written many books. the important one are as follows ;, The School and the Society (1899), , The School and the Curriculum (19, The School and the Child (1907), , 1, 2. 02), , 3., , 4. How We Think (1910), , 5. Interest and Effort in Education (1913), , 6. Schools of Tomorrow (1915), , 7. Democracy and Education (1916), , 8. Reconstruction in Philosophy (1920), , 9, Experience and Education (1938), , 10. Education of Today (1940), Philosophy of John Dewey, , John Dewey is a pragmatist or experientialist philosopher. According 10 his, philosophy is not mere inactive thought, this is such knowledge by which, problems of life can be solved and a new fori can be given to life. Prof. Bhat?, has written that John Dewey was an experimentalist. He tested cach thet :, opinion, His working and outcome was his test. John Dewey opines that ptulow, is not to contemplate passively the form of reality or to express Cur josty fel, On the contrary, philosophy is lively which gives a glimpse of life, ree, and solves its problems., , ARABRREST_ SSHRS, , onsirt, , #

Page 3 :
. 91, , jo a gid not believe in the existence of prevalent truths and values. He, ohh . > values changed with time. place and individual. As per him, the, aid tt ee is pt actical and useful. The object that can be used to solve real, sth 18 aa rove useful to the society and individual, is true. From this view,, pres ahis definite. According to John Dewey, man should construct these, change" tu veeit by his OWN intelligence and action faculties. Truths are formed on, alues bY at man experiences at any place or time. Therefore, John Dewey, the pasts cet experiences as real which an individual receives from his social and, considers in cnment. According to him, an individual receives true knowledge by, ne and his conduct becomes purer and this purity affects his future, sc, , experiences: a, hd Dewey Says that we should not imagine divine power. This is fallacious to, , tthe universe is everything and man is nothing. He believed that the supreme, ~ ruin can be seem by man only. John Dewey did not attach any importance to, : religion due 10 its distance from reality and experimental facts,, : “gccording to John Dewey, it is difficult to conduct pure thinking and, » ggatemplation in loneliness. There is some cause of thinking. When man’s activities, are done at their normal rate, then there is no need of thinking. But when a problem, orobstacle is faced. it requires thinking. So, man starts to think for the solution of a, Jem. Thus, John Dewey has described thinking as a function of action which is, inspired by an obstacle or a problem, So, thinking starts with the creation of a, problem and it ceases with its solution. In this process, man undertakes some, experience or experiment. John Dewey has described five conditions for this — 1., Experience of obstacle or problem, 2. Analysis of whole situation and finding of the, centre of the problem, 3. Discovery of solutions and experiment for definite solution,, 4.Comparison. experiment and application of the solution, and 5. Re-observation of, the solution and application. It becomes clear that John Dewey believes in scientific, method for human activities. Thus, he seems to be paying more attention to the, process of thinking as against its outcome. His method of getting knowledge is, ee Anindividual is able to adjust with his social and natural environment, . eee of thinking. Thus, according to John Dewey, thinking 1s such means, ol by which an individual adjusts himself to his environment., Pei has described social environment as important for the, only in the ta He says that the personality of an individual can be ee, Bhatia sab ani ae n individual away from society cannot develop hime? : pr, asncial being, H " Dewey could never imagine a solitary man. In his view ead, complexities of said that an individual is a thoughtful citizen involved in ve “, f Sotiality on ioks Dew and mutual relations. We can see val eacar social, Hic, especiall ewey’s philosophy everywhere, This is a ms y seit, WMH science Sy y the chief faculties of the moder society—democrarys a ral, : Jain the social and mor, , Conflicts of its ae chief problem of philosophy is to exp, , hig Educational Philosophy of John Dewey theationse ed educational thought is based on his philosophical thought. His, assumptions can be explained as follows :, , ay thal, , Oe ee, , - —_—— _, |

Page 4 :
rasa ae, , , , , , 92, acher in F ereing |, RING day, , = 1. ca ts Life Itself : According to Dewey. educat, as, i " : ’ alin iy, e, and not pre sa-ation for future, Education is essential for ‘ Sa prey, rog P+ i. . wy, . gress witho.i etucation. The present life of man is related a ile, cation is mart t ; ‘ © edi, t to take forward the needs, development and stn, vem i, , ene, , Present times in a balanced manner, In, t, , 2. Education as a Process of Reconstruction : According, no individual in this world sits idle, he remains active all the tim ; a ee, experiences. The process of getting these experiences sais Fig: Betty, According to him, education is a continuous process to develo the an, , inherent in the society and reconstruction of experiences, by whict, 5 x ; ae Chany, gets complete control over reconstruction of all subjects or bec« . ; —, MEGS hahitya|, ay, , them, , ’. Education as a Social Process : According to John Dewey, the, education is social, that is, education can be provided only by keeping - i liv, in the social environment. It has no importance outside the society indifferent o, duties. According to him, all activities of all members of the society are i, under the social environment. It influences a child's education as much as he is, , part in the social activities., , 4. Education as Growth : According to John Dewey, education ts 4 til, growth. By growth is meant social and individual development. According ( hit, because growth is 3 characteristic of life, so education is fully related wath growt, The norm of school education valve is how far it can inculcate the desire for rw:, and how far it provides means to realize it effectively., , 5, Education is to Adjust with Environment and Adjust Environmen, with Oneself : According to John Dewey, education is tht development of 2, those faculties of an indiv idual by which he can gain command over his environine!, , and fulfil his future aspirations. 3, Defining education, John Dewey wrote, “Education is the err, all those capacities which will enable him to control his environmen, , fulfil his possibilities.”, According to John Dewey, two component, , 1, psychology and 2. society. According to him. psychology, inherent tendencies and aptitudes of a child, This ape, process and development of the child improves. Joho f _ id ’, tendency is dynamic. He should be educated according 16 me, ‘ acher ought to know achild’s interests ey? as, n, “Education should be started O° ig. pre, ' se, Hikings and habits of THEO aya, 5 should continuously be analyzed 4, cording to John Dewey. natural ,, 4. interest in talking, 2. interest 10 emquily . es, and 4: inerest aesthetic expression Berry rates, oe atural Phe real development ot a child ty able! “the!, wm. SO, child's education should be alty, , —, , , , SUbjeg, , ess are, , , , nal proc ;, quddy 12 °, , i, sod, , s of educat, qassists 1S), , tizes the duc, , , , , , , tere, vit, , child ar, ynterest In creat, eats are LU, , vd we uked UF, , poss, natural unter ange, pracuiced af

Page 5 :
93, pewey zed on invidiual differences in education. He opines that, , john 4s als0 emphasi , ae eta, pene ho uld be given education according to his ability, capability and interest., hi ing to John Dewey, social components are as important as the, , al components. He says that the society plays a role ina child’s physical,, other types of developments. A child's mind and thoughts become, ure and strong only when he comes into others’ contact and exchanges thoughts, a actions. A child walks out of his family environment to come into the contact of, his neighbourhood, school, society, institutions, etc., and gradually receives the, aceeais of civilization and culture knowingly or unknowingly. He requires, adjustment here. He has to take part in present activities and his education is, completed only then. John Dewey opines that an individual receives education while, being active in the community social life. In his words, “All education proceeds, by the participation of the individual in the social consciousness of the, . race.” Bhatia and Adaval have written that social consciousness shapes a man’s, faculties and personality and reconstructs him continuously. A child has to live in the, society of which he is a member. His faculties are inspired by the society which is, hiseducation. Society is a social institution as it constructs a child’s character, brain, tissues, his practices, his language and dialect, them social etiquette, develops them, and has influence on him continuously., , John Dewey has described education as an important need of life. According to, him, education enables an individual to live as per the ideals of the society by, ;; “liminating his deficiencies, Education capacitates an individual by telling him about, He complexities of the society and the effect of its environment. Education, ea a child to those social traits which are necessary for success in social, n re assists a child in his development and this developmentis not another, ~ own 2 riage of thoughts or feelings from without, rather, it is to sprout his, , tactiewaes to assist in his development. Education systematizes a, indicatione, 7 them. Education enables an individual to work ov ‘, education aici and to work for the good of the society. So it is clear tha, , Theiss Ss individual and society, both. ;, , 's clear that John Dewey considered both of philosophy, , Ro MeSsary ey,, t “ry even when attaching more importance to the latter. Prof., , el Wry - i i, , af shina tou Dewey has attached more importance to sociological Pasi “i, , redy cat, ological basis of education, yet he considered both these as oan, He rei he absence of ei a, , oo Pan edue, individual and society, both, so he emphasized that apwncntyr, , a! “ucation en keeping both these in view. He opines that it 1s — mp be, , 1h Pile guy ustfuCt personality and do good to the society. en eiife Social, , gf Petess is by, When an individual attains suitable place for himself in I's:, , ‘ » Dased on the development of personality., , Democracy and Education = chat education, , ve Titing g, i : dem rae the education for democracy, John Dew ‘vidual about, i “ial pe), > ShOuld be such which inculcates private inte ed in him by, , , ychologic, iqellectual and, , = &, , «=, , and society, Ravat has, , According to him real education is important in, , |, , r Flatio,, sl + construct, if Sand control and such mental habits should be |