This paradox becomes significantly elucidated by the fact that Dewey asserts that individuals are part of the group which projects a moral influence on its members, and that the values which the group follows is not set by some outsider but by a sharing of notions of morality that are respected by numerous individuals. Numerous individuals, of course, collectively become a group. This position of Dewey's is a slight difference from that of Nietzsche's conception of the herd, for the simple fact that Nietzsche widely regards the herd mentality as an external source which encompasses solitary people and forces them to adhere to it. Dewey's perspective is noticeably different than that of the German philosopher in this regard, for the simple fact that the former views the individual as having more of a determination in what the collective moral values are that he or she chooses to align him…...

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Works Cited

Dewey, John., Hayden, James. Ethics. Google Books. 1908. Web.  http://books.google.com/books?id=-VUJAQAAMAAJ&pg=PR7&lpg=PR7&dq=John+Dewey,+James+Tufts+Ethics+table+of+contents&source=bl&ots=g7dbLU2vWH&sig=aEMgtxc53jRG2jEuaPljpJsTTAo&hl=en&ei=L3ndTpCgOojBtgevn_y0Bg&sa=X&oi=book_result&ct=result&resnum=1&sqi=2&ved=0CB8Q6AEwAA#v=onepage&q&f=false

These group standards differed from society to society, but every social construct had them - including large societies such as countries all the way down to small societies such as family units.
The idea behind the group standards was that rules were created that belonged to a group, and people who wanted to be part of that group and be accepted by that group had to follow those rules. Otherwise, those same individuals would not be accepted and would become outcasts. The outcasts could form their own groups, of course, with different rules and taboos. There are many different groups in the world today, and even within a city or small town there are a large number of different groups with different philosophies and different beliefs. People often do not realize the number of groups to which they belong, because they do not spend time analyzing the issue. Dewey, however,…...

Dewey's theory of knowledge approached thought genetically, as the product of the interaction between organism and environment, and knowledge as having practical instrumentality in the guidance and control of that interaction. Dewey termed this approach "instrumentalism." Dewey provided a detailed genetic analysis of the process of inquiry is his Studies in Logical Theory, conceptualizing the process in three phases. The first phase is the problematic situation, which Dewey defines as a situation where instinctive or habitual responses of the human organism are inadequate for the continuation of ongoing activity in pursuit of need and desire fulfillment. The second phase comprises of isolation of data or subject matter, which defines the parameters within which the reconstruction of the problematic situation must take place. In the third or reflective phase of the process, cognitive elements of inquiry such as ideas, suppositions, theories etc. are entertained as hypothetical solutions. The final test of…...

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References

Baker, M.C. (1955). Foundations of John Dewey's Educational Theory. New York: King's

Crown Press.

Berube, M.R. (2000). Eminent Educators: Studies in Intellectual Influence. Westport, CT:

Greenwood Press.

How many value-added units is the teacher-scholar producing?" and, Van Luchene continues, "Lip service is paid to educational considerations beyond quantitative measures... [and because of that] we stand to lose the vitality of our educational system. To boot, we may also lose our democratic form of government, depending as it does on education to foster deliberation, judgment, imagination..."
Meantime, Van Luchene stresses that Dewey's writing "provides a refreshing antidote..." To the lack of imagination in school systems today. Dewey's approach to evaluation (far from NCLB) was that "How one person's abilities compare in quantity with those of another is none of the teacher's business...what is required is that every individual shall have opportunities to employ his own powers in activities that have meaning."

THID POINT EGADING "C": The fact that federal law - tied to the funding of local educational systems - in a very real sense has forced teachers in…...

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References

Dewey, John. (1966). Lecture II: Education as a Social Function. In Lectures of the Philosophy of Education (pp. 34-37). New York: Random House.

Dewey, John. (1991). Lectures on Ethics, 1900-1901. D. Koch (Ed.). Carbondale, IL:

Southern Illinois University Press.

Dewey, John (1940). Religion and Our Schools. In Joseph Ratner (Ed.), Education Today pp. 74-86). New York: G.P. Putnam's Sons.

Dewey's theory of education was the essential forerunner to "experiential learning" currently proposed by humanistic psychologists as ideal. Students are not "empty vessels" waiting to be filled by a teacher who knows whatever is worth knowing. They bring to school knowledge of language and culture as well as a set of individualized experiences. The need for students to be involved and to participate actively in their own learning is greater today than it was in Dewey's time. In Dewey's time there was no television. Students today watch electronic images on a glass screen for several hours a day, during which they are entirely passive, not expected to think, form arguments, or respond articulately to what they are watching. They often come to school expecting that the teacher will entertain them. The teacher's task, therefore, is to wake them up, get them to think, help them learn to express their thoughts…...

eference

Smith, John E. "Dewey, John." World Book Online eference Center. 2005. World Book, Inc. 19 Oct. 2005. http://www.aolsvc.worldbook.aol.com/wb/Article?id=ar157140.

Does one have to have mastery to teach? How would John Dewey classify mastery of education, objectives, mastery of items, skills?

Dewey did not believe in 'mastery' in terms of having a specific framework of confined knowledge. ather, he was most interested in achieving practical objectives. He stated that the human individual was a social being from the start of his or her life, so "individual satisfaction and achievement can be realized only within the context of social habits and institutions that promote" the individual welfare. To attain mastery in education was to participate in the continual striving to help all individuals realize this objective over the course of their lives. It was not mastery given by a degree. The purpose of education was to promote social welfare by helping students break old habits…...

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Reference

Field, Richard. "John Dewey." The Internet Encyclopedia of Philosophy. 19 Oct 2005.  http://www.iep.utm.edu/d/dewey.htm

The latte's dak waves unify expeiences of a feasome and tuly elemental ocean in the winte; of a fish's wateside flopping as simultaneously pathetic, teifying, and heat-beaking; and one's own expeiences of helplessness. But I think we should be loathe to take these diffeences in degee of unity as diffeences in kind of expeience. Viewing eithe Collective Invention o a Necke Cube constitutes an expeience, athe than simply leading to one. We should say that each is a wok of at.
Collective Invention, howeve, is pehaps geat at. If so, then accoding to Dewey, it should not only be that viewing it constitutes an expeience, as with the Necke Cube; it should be that viewing it epeatedly constitutes epeated expeiences; and each successive expeience of it is deepe -- which, I assume, is to say that each successive expeience unifies moe expeiences.

I should now like to ask whethe two woks…...

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references in parentheses are to this work and edition.

Pylyshyn, Zenon. Seeing and Visualizing. Cambridge: MIT Press, 2003. See, especially, chapters 1 -- 3.

Strictly speaking, self-sufficiency does not come in degrees. Anything short of sufficiency is insufficiency, and so it makes little sense to say that the experience of great art is "more self-sufficient." But we needn't be strict here, as we are not when we say that an individual is self-sufficient if she works and lives alone, even if she depends on the grocer for food, on her doctor for good health, and so on. So perhaps it can come in degrees. Still, I find Dewey's remarks on the self-sufficiency of an experience (especially) obscure; and since we shall already have much to say about the unity of experience, I have put the matter to one side.

Gehr, Richard. "Heavy." Spin March 1996: 120.

Art as Experience" by John Dewey
The Function of Aesthetics in John Dewey's "Art as Experience"

In the book, "Art as Experience," author John Dewey offers an alternative method through which aesthetic or esthetic theory can be discussed and thoroughly explained. In the midst of art studies dealing with the theme "art for art's sake," Dewey argues in his book how a gradual deviation from this popular maxim will provide art theorists, critics, and even artists themselves create a proper perspective in which works of art can be viewed and discussed for what they really are -- that is, products and artifacts of human culture.

Indeed, art as a functional object for human culture becomes the central theme of the "Art as Experience." The author puts much emphasis on the distinction between fine art that is 'mystified' and functional: the former is the product of the humanity's putting a large premium on…...

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Work cited

Dewey, J. (1934). "Art as experience." NY: Capricorn Books.

Jane Addams v. John Dewey
Theorists Jane Addams and John Dewey are American pragmatists since they are among the formative thinkers in the early 20th Century. These two theorists made significant contributions to the field of public administration and democracy based on the perspective of feminism. Jane Addams not only contributed to the political sphere where she was legally prohibited from involvement but also expressed and assisted in creating social and economic democracies (Shields, 2011, p.15). In contrast, John Dewey is regarded as one of the pioneers of deliberative democratic theory which has been characterized by explicit incorporation of a social criticism philosophy into his political theory. Addams and Dewey developed their theories following their aspirations for democracy; especially in relation to initiatives by the United States to enforce democracy in other places across the globe. As pragmatists, these two theorists contributed significantly to re-evaluation of the theory and practice…...

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References

Ackerly, B.A. (2000). Political theory and feminist social criticism. Cambridge, UK: Cambridge University Press.

Hill, L.G. (2006). Principles for Education of the Social Reconstructions and Critical Theorists: A Yardstick of Democracy. Retrieved from Georgia Southern University website:  http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1461&context=etd 

Seigfried, C.H. (1999). Socializing Democracy: Jane Addams and John Dewey. Philosophy of the Social Sciences, 29(2), 207-230.

Shields, P.M. (2011). Jane Addams' Theory of Democracy and Social Ethics: Incorporating a Feminist Perspective. In D'Agostino, M.J. & Levine, H. (eds) Women in public administration: theory and practice (chap. 2, pp.15-34). Retrieved from  http://samples.jbpub.com/9780763777258/77258_CH02_DAgostino.pdf

He warns those who are believe that the scientific research can be replaced with improvisational means in the filed of education that it is highly likely to come out with false results. This can be applied to any field of research, of course. The merit of his comments is that he questions the very meaning of the notion of education as it was understood at the time he wrote the book. Alternative methods of education have the same goal and the issue in ewey's view is how to use the progress of science to make those methods more effective for the sake of education.
Experience is in ewey's vision a factor that must be given the proper attention by all those attempting to make any progress in the filed of education.

ewey, J. 1998. Experience and Education: The 60th Anniversary Edition. Kappa elta…...

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Dewey agrees that the research for the development of a new methodology in education is at its early stages and those who are to take this path must use sound scientific methods that will protect their results from being based on false principles. He warns those who are believe that the scientific research can be replaced with improvisational means in the filed of education that it is highly likely to come out with false results. This can be applied to any field of research, of course. The merit of his comments is that he questions the very meaning of the notion of education as it was understood at the time he wrote the book. Alternative methods of education have the same goal and the issue in Dewey's view is how to use the progress of science to make those methods more effective for the sake of education.

Experience is in Dewey's vision a factor that must be given the proper attention by all those attempting to make any progress in the filed of education.

Dewey, J. 1998. Experience and Education: The 60th Anniversary Edition. Kappa Delta Pi

It is, therefore, the role of the teacher or educator to provide a positive educational experience for his or her students. Teachers must boost the immediate value of the learning environment to best provide positive educational experiences for students. In order to best do this, teachers and educators must also understand the realm of human experience and knowledge as a way to perfect their own skills in providing the best educational experiences. This approach to education can be a source of constructive citizenship in the United States. By understanding the human experience, we better understand each other and can then provide the best experiences for others as well as ourselves.
eferences

Gutek, Gerald L. (2004). John Dewey: pragmatist philosopher and progressive educator. Historical and Philosophical Foundations of Education. Prentice…...

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References

Gutek, Gerald L. (2004). John Dewey: pragmatist philosopher and progressive educator. Historical and Philosophical Foundations of Education. Prentice Hall.

John Keatings and the prep school in Dead Poet's Society: Where do they fit in the philosophies of education?
John Keatings is, if not anything else, an original thinker and teacher in Dead Poet's Society. The film does not at all bother to hide this fact even in the opening sequences: Keatings is shown as different from the other teachers even by virtue of his grimaces and squeamishness.

John Locke wrote of education, "Virtue is harder to be got than knowledge of the world; and, if lost in a young man, is seldom recovered." John Keatings believes in this Lockian principle, but only to a certain degree. In his classroom, Keatings stressed virtue: He taught his students how to live and feel and treat one another as much as he taught them to classics. In fact, he deliberately skips the theoretical works in the class -- even having his students dramatically rip…...

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Bibliography

Johnson, Tony & Reed, Ronald. "Philosophical Documents in Education." Second Edition.

Who Should Play a Part in Developing Curriculum for Schools and Why?IntroductionOne of the first things to leap out at the reader of John Deweys description of schools in Utopia is the fact that he gives primacy of place to parentsmeaning that only those married people who have had children of their own are allowed to have positions of authority in the schools or assemblies where children learn from their elders. Dewey (1933) begins the section with the subtitle Parenthood equired and proceeds to state that the adults who are most actively concerned with the young have, of course, to meet a certain requirement, and the first thing that struck me as a visitor to Utopia was that they must all be married persons and, except in exceptional cases, must have had children of their own. In short, Dewey holds that parents should hold a special place in the education…...

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ReferencesAlnefaie, S. K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalised status. Cogent Education, 3(1), 1240008.Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.Dewey, J. (1933). Utopian Schools. New York Times.Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury publishing USA.Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958. Psychology Press.Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research, 13(2), 34-50.O\\\\\\\\\\\\\\\'loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of research in science teaching, 29(8), 791-820.Pala, A. (2011). The need for character education. International journal of social sciences and humanity studies, 3(2), 23-32.Rice, L. (2009). Playful learning. Journal for Education in the Built Environment, 4(2), 94-108.

Tyack and Cuban with Dewey on Social Change
David Tyack and Larry Cuban do share similar views to John Dewey about the nature of the traditional education system in the United States as well as its origins. Public education as it exists today is a product of the 19th Century industrialization and urbanization process, which created schools that resembled factories, timetables and schedules, and teachers who acted like bosses on a factory floor. Dewey of course abhorred this system and criticized it unmercifully for decades, both in the way it was structured and the type of information it imparted to students. In the history of American education, there has never been a more vocal, prominent and outspoken critic of the traditional system than Dewey, and none has been the subject of greater wrath from conservatives and traditionalists, even decades after his death. Tyack and Cuban are well aware of the…...

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References

Dewey, J. (1938, 1998). Education and Experience: The 60th Anniversary Edition. Indianapolis, IN: Kappa Delta Pi Society.

Tyack, D. And L. Cuban (1995). Tinkering Toward Utopia: A Century of Public School Reform. Harvard University Press.

Educational Theory: Dewey vs. Eliot
The contrast between the contemporary educational theories of John Dewey and Charles . Elliot cannot be subsumed under the dichotomies of 'right and wrong' so much as the two men's different sociological contexts, although the two men expressed contempt of one another during their respective lifetimes. Overall, Dewey stressed the idea of education through one's pursuit of a vocation and Charles . Eliot's stressed the need for education for education's sake for the vocations. Dewey believed education was a constant process, and that life was an education, while Eliot saw a strong dichotomy between university life and professional life, as well as those who were fit to become a part of the system of higher education and those who were not.

Dewey was a Midwesterner. He strongly believed in the democratic need for education. He advocated the end of entrance exams as necessary to enter colleges, stressing…...

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Works Cited

University of Michigan: School of Education. "Thought and Action: John Dewey -- School Accreditation's Club." 2004. UMSOE Website. 24 November 2004.  http://www.soe.umich.edu/dewey/schoolmasters/index.html

Essay Topics in Values, Attitudes, Beliefs, and Philosophy of Education

Values

The Role of Values in Educational Decision-Making
How Does Culture Influence Educational Values?
The Importance of Cultivating Ethical Values in Students
The Tension Between Individual and Societal Values in Education
The Impact of Technology on Educational Values

Attitudes

The Relationship Between Student Attitudes and Academic Success
How Can Educators Foster Positive Attitudes Towards Education?
The Role of Parent and Community Attitudes in Student Learning
The Influence of Media and Popular Culture on Educational Attitudes
The Impact of Marginalization on Educational Attitudes

Beliefs

The Construct of Teacher Beliefs: A Critical Examination
How Do....