Editing Philosophy of education (section)

====John Dewey====
[[File:John Dewey in 1902.jpg|thumb|[[John Dewey]] in 1902]]
In ''[[Democracy and Education|Democracy and Education: An Introduction to the Philosophy of Education]]'', [[John Dewey]] stated that education, in its broadest sense, is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on."<ref>{{Cite web |title=Stanford Encyclopedia of Philosophy |url=http://plato.stanford.edu/entries/education-philosophy/ |access-date=22 December 2008 |archive-date=10 July 2010 |archive-url=https://web.archive.org/web/20100710165726/http://plato.stanford.edu/entries/education-philosophy/ |url-status=live }}</ref> Dewey was a proponent of [[Educational Progressivism]] and was a relentless campaigner for reform of education, pointing out that the [[authoritarian]], strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.<ref>Neil, J. (2005) [http://wilderdom.com/experiential/ExperientialDewey.html John Dewey, the Modern Father of Experiential Education] {{Webarchive|url=https://web.archive.org/web/20170723045512/http://www.wilderdom.com/experiential/ExperientialDewey.html |date=2017-07-23 }}. Wilderdom.com. Retrieved 6/12/07.</ref>

In 1896, Dewey opened the Laboratory School at the University of Chicago in an institutional effort to pursue together rather than apart "utility and culture, absorption and expression, theory and practice, [which] are [indispensable] elements in any educational scheme.<ref>{{Cite journal |last=Dewey |first=John |date=1904 |title=Significance of the School of Education |jstor=992709 |journal=The Elementary School Teacher |volume=4 |issue=7 |pages=441–453 |doi=10.1086/453348|doi-access=|s2cid=144078592 }}</ref> As the unified head of the departments of Philosophy, Psychology and Pedagogy, John Dewey articulated a desire to organize an educational experience where children could be more creative than the best of progressive models of his day.<ref>{{Cite web |url=https://archive.org/stream/deweyschoolthela008095mbp/deweyschoolthela008095mbp_djvu.txt |title=Full text of "The Dewey School The Laboratory School Of The University Of Chicago 1896-1903" |website=www.archive.org |language=en|access-date=2017-06-17}}</ref> [[Transactionalism]] as a pragmatic philosophy grew out of the work he did in the Laboratory School. The two most influential works that stemmed from his research and study were ''The Child and the Curriculum'' (1902) and ''[[Democracy and Education]]'' (1916).<ref>{{Cite book |url=https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |title=Transactionalism: An Historical and Interpretive Study |last=Phillips |first=Trevor J. |date=2015-11-22 |publisher=Influence Ecology |editor-last=Tibbels |editor-first=Kirkland |edition=2 |pages=166 |language=en |editor-last2=Patterson |editor-first2=John |access-date=2024-05-31 |archive-date=2024-05-31 |archive-url=https://web.archive.org/web/20240531092734/https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |url-status=live }}</ref> Dewey wrote of the dualisms that plagued educational philosophy in the latter book: "Instead of seeing the educative process steadily and as a whole, we see conflicting terms. We get the case of the child vs. the curriculum; of the individual nature vs. social culture."<ref>{{Cite book |url=https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |title=Transactionalism: An Historical and Interpretive Study |last=Phillips |first=Trevor J. |date=2015-11-22 |publisher=Influence Ecology |editor-last=Tibbels |editor-first=Kirkland |edition=2 |pages=167 |language=en |editor-last2=Patterson |editor-first2=John |access-date=2024-05-31 |archive-date=2024-05-31 |archive-url=https://web.archive.org/web/20240531092734/https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |url-status=live }}</ref> Dewey found that the preoccupation with facts as knowledge in the educative process led students to memorize "ill-understood rules and principles" and while second-hand knowledge learned in mere words is a beginning in study, mere words can never replace the ability to organize knowledge into both useful and valuable experience.<ref>{{Cite book |url=https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |title=Transactionalism: An Historical and Interpretive Study |last=Phillips |first=Trevor J. |date=2015-11-22 |publisher=Influence Ecology |editor-last=Tibbels |editor-first=Kirkland |edition=2 |pages=171–2 |language=en |editor-last2=Patterson |editor-first2=John |access-date=2024-05-31 |archive-date=2024-05-31 |archive-url=https://web.archive.org/web/20240531092734/https://www.amazon.com/Transactionalism-Historical-Interpretive-Trevor-Phillips-ebook/dp/B018EOAAPI/ref=sr_1_1?s=books&ie=UTF8&qid=1450113935&sr=1-1&keywords=transactionalism |url-status=live }}</ref>