The former part of time is completed by the latter part, and the significance of the former part is revealed.
And the intention formed by the whole experience will prefer things with this meaning. Every continuous experience or behavior has an educational effect, and all education begins with this experience.
According to this view, Dewey criticized the "externality" of education. Purpose theory. It is believed that if we abide by additional educational purposes,
Children's personality will be ignored, which goes against their inner needs and instincts. In addition, the reconstruction of experience can be personal or social. For example, shaping good behavior habits, such as instilling the spirit of the social group to which they belong, and so on.
Dewey's ideological characteristics
Dewey's educational thought of encouraging inquiry and innovation is based on his profound understanding of social change, scientific development and educational conflict.
Dewey's thought is also inseparable from his criticism of the phenomenon of "separation of knowledge and action" in traditional education. In Dewey's view, because the "bystander theory" of knowledge separates the cognitive subject from the cognitive object,
It is emphasized that cognition is something that the "object" of cognition presents to the cognitive, thus gradually forming some disadvantages in education, such as taking knowledge as the center, learning is passively accepted, and knowledge is separated from behavior.
Therefore, in school education, subjects become things in books, which are far from children's experience and can't affect behavior.
Dewey believes that,
People's knowledge and behavior should be integrated. If a person's knowledge can't influence his behavior and his behavior can't come from his knowledge, it will only form a habit of ignoring knowledge.
Based on the idea of "the unity of knowledge and practice", Dewey emphasized that schools should transfer the simple knowledge-centered education to children's activities and follow the procedures of children's development.
By applying the knowledge learned, children's abilities are gradually cultivated until they can educate themselves.
Dewey criticized the phenomenon of "separation of knowledge and practice", expounded the thought of "unity of knowledge and practice", and put forward the problems of unity of knowledge and practice and individual's initiative to acquire knowledge.
It provides a guiding ideology for correctly understanding the relationship between knowledge transfer and children's activities and encouraging children to actively explore and acquire knowledge and experience through inquiry activities.
Dewey is a thinker who attaches importance to the interests and education of the blue-collar class. But he did not encourage the blue-collar class to overthrow the old world.
His concern for the blue-collar class is reflected in his educational philosophy and in the book Populism and Education.