Review article
https://doi.org/10.21464/mo.29.2.11
Reflections on education in John Dewey's philosophy
Matea Subotić
; Rijeka, Croatia
Aleksandra Golubović
; Faculty of Humanities and Social Sciences, University of Rijeka, Rijeka, Croatia
Abstract
The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different experts dealing with education, but one name is particularly important, the name that links the notion of contemporary education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of the philosophy of education, emphasizing the importance of education as a social function in the service of civilizational survival and progress. Social and technological advancement prompted Dewey to the idea of education reform, with focus on practical work and experimental method and with the aim of achieving a balance between knowledge and skills. A significant part of Dewey's philosophy of education is devoted precisely to education. This paper presents general reflections on education, its goals, purpose and definition, and morals as a significant educational aspect, all combining pragmatic approach, making experience and knowledge gained with practical work a priority.
Keywords
John Dewey; philosophy; education; pedagogy; theory; society; progress; practical work; experimental method; pragmatism; morals; experience
Hrčak ID:
296360
URI
Publication date:
28.2.2023.
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