The Methodological Basis of Dewey's Philosophy of Education

The purpose of this investigation was to show the methodological basis of John Dewey's Philosophy of Education, to state his explanation of the method best suited to education, and to establish a relationship, if any, between his philosophy and attitudes in contemporary education.

A search was made covering most of Dewey's written work, including a bound edition of his lecture notes. A thorough study of Joseph Ratner's commentary on Dewey's Philosophy of Education and of Dewey's exposition on logic, or inquiry, was undertaken. It was mainly from these sources that Dewey's Philosophy of Education was determined. The experiences and comments of a few contemporary educators were cited to indicate the relevancy of what Dewey advocated for what is taking place in education today.

Dewey's method of teaching was based essentially on the scientific method, which he expanded or modified to fit the individual's educational needs in his total environment. Dewey emphasized the importance of a student having experiences immediately beneficial to him. He also advocated that educators be on the alert for signs of creativity and to encourage its development.

Experimentation is, according to Dewey, the mode of acquiring knowledge in science and, therefore, in education. He insisted that a necessary condition for knowledge is that it be useful or enjoyable.

This study concludes with some observations concerning Dewey's influence on education:

1. Educators today are making considerable effort to develop the "whole" person.

2. Individual differences in students are considered in teaching.

3. The importance of vocational development is recognized.

4. Many educators are interested in applying the scientific method of inquiry to teaching.

5. Many teachers consider education as growth, the one word that perhaps identifies John Dewey's philosophy of education.