Democracy and Education, by John Dewey: Review

Résumé du document

If it is indeed true that John Dewey's philosophy of education, as expounded in his book “Education and Democracy”, serves as the cornerstone of the American school system, it is little wonder to me that the US is known for its inventive and dynamic spirit. One of the central ideas in the book is that education, like democracy, should have a certain vital force about it—there should be an element of interest in it, and thus participation from the members involved, which brings about growth.

The book also puts forth that education—as well as democracy—ought to recognize the multifariousness and variety of life, and, accordingly, the distinct qualities of each individual, then cultivate these to their fullest potential. Aside from these two key themes, though, Dewey further explains that the subjects taught at school should be appreciated, beyond their content alone, for the real value and skills that they impart to students.

Extraits

[...] In line with this is the fact of the modern nation-state today. Parallel to economic development, many countries in the world today find themselves in a situation where they have to foster national ties and loyalty, some in a more artificial way than others. Certain “nations”—like Singapore—are simply inventions that have been created out of nothing, which explains why Benedict Anderson used the term “imagined community” to denote a nation. In such circumstances, a country will have the added challenge of cultivating a sense of patriotism in its citizens—a point which Dewey spoke out against implicitly in the course of his book, incidentally. [...]

[...] Aside from these two key themes, though, Dewey further explains that the subjects taught at school should be appreciated, beyond their content alone, for the real value and skills that they impart to students. My essay will be divided into three parts: An Analysis of the Main Ideas of “Democracy and Education”; An Extrapolation of the Main Ideas of “Democracy and Education” into Our Times; and (III) A Critique of the Main Ideas of “Democracy and Education”. I. An Analysis of the Main Ideas of “Democracy and Education” One of the main features I found compelling and ingenious in the book was the comparison between education, democracy, and living matter. [...]

[...] This, I feel, is a point that Dewey has failed to address in his writing, despite the fact that it might even, if one proceeds to think about it and contextualise education in the modern world, border on a contradiction. Conclusion To conclude, I would say that John Dewey's book is truly an insightful and inspiring piece of writing. It represents a meticulously-thought out and noble vision of education, and the dynamism of American society today, in spite of its other shortcomings, is a testament to its virtues. [...]

[...] After all, feeding oneself is a prerequisite to receiving an education, much less a certain type of education. This explains in part the education system that is in place in Singapore today, which is still more preoccupied with issues of economic subsistence than anything else, despite the economic wealth it has managed to acquire. The system there is a result of historical processes that simply cannot be ignored or avoided—thus presenting a clash to the universalistic kind of view that Dewey's education philosophy seems to have. [...]

[...] To it he responds that educated should not be viewed under such mercenary lenses. The value of education, he asserts, is not so much in what skills—much less grades—it gives, but rather in the spirit that it inculcates and imparts to the individual. Thus, it ought to inspire the student to continue learning throughout his life, for only through continuous learning will he grow and develop further, even after leaving school. It is this life force that seems to dominate the whole of Dewey's vision: he believes that engagement of the imagination is the only thing that makes any activity more than mechanical”, and adds that “[a]ctive habits involve thought, invention, and initiative in applying capacities to new aims. [...]