This is a question I thought about from a while back. During our readings on knowledge, it seemed to me that the ancient philosophers liked to write about how they would educate their citizens in order to reach their ideal worlds, while the Enlightenment philosophers taught about how they believed the process of knowledge works without setting up definitive restrictions of how people should be controlled. For instance, Plato talks about the Myth of the Metals as a means to maintain order in The Republic while Hegel writes about the didactic method of obtaining knowledge. This makes me question as whether knowledge is a means or an ends. Is the use of false knowledge (Myth of Metals) morally corrupt if it accomplishes the goal of a peaceful city? Continue reading
Why are we fulfilling our roles at this moment? Society answers that we are going to be rewarded with money, social status, security, and [input what you want here]. It claims that these things make you happier while performing your tasks. These things are supposed to act as your motivators. Well, you might want to think again.
This will be a short blog compared to others, but it is a tho Continue reading
One of the most provocative idea presented in this text is early in chapter
system promote the process of critical thinking, as it now promotes the cramming of information.
Any study will show you that the retention rate for memorization vs. true understanding is vast. As I read this part of the text and the article, I thought of a commercial that aired a while ago. It
was a Sullivan tutoring commercial where it showed a kid shaking out his ears, and, instead of water flowing from them, it was knowledge seeping out. It then states a statistic that students lose 70% of the knowledge that they learned over the summer. Continue reading
In Dewey’s book Experience and Education, he attacks “traditional” and “progressive” education systems as being too restrictive and too relaxed respectively and enlightens the audience about experiential learning. Under experiment based learning, students learn by performing actions and forming hypotheses and testing them. He understands that not all experiences are beneficial, in that “any experience is mis-educative that has the effect of arresting or distorting the growth of further experience” (25). This statement could be interpreted in a few different way. One example of a bad experience is giving children too much freedom in the playground which results in them carelessly injuring their bodies in a way that could traumatize them or result in a permanent defect. Dewey explains his two criteria for effective growth of experience, in that it requires continuity (every experience will have a positive or negative influence) and interaction (how you handle current experiences is based on experiences from the past).
On the topic of experience based learning, I wonder how this system would work for the different subjects that I am taking right now. For example, how would calculus be taught as an experiential class? On some topics I can understand how hands–on experience would benefit my education, such as visually modeling the calculation of the volume of an irregular solid, however, some things taught in calculus are too theoretical to be experienced, such as deriving trigonometric derivatives. Likewise, some sections of this philosophy class can be experienced (a simulation of Plato’s education system in The Republic) while others have much more difficulty in delivering an experience (such as answering identity questions formulated by Kant).
It is plausible to say that each of us has once read educational materials which are not aligned with our interest. I recently came across an article about educational technology, classifying this problem as an “emotional” problem. Continue reading
In the reading we were assigned for Monday, John Dewey put a lot of emphasis on the importance of experience in education. His connection between personal experience and education remind me of my first blog post, “To Practice or To Preach?”
From the start, Dewey’s philosophy on education somewhat mirrors Rousseau’s in that they both believe that the key to learning is experience. We have discussed in class how this approach differs from the way we learn today since we generally associate our current style of learning with what Dewey calls traditional learning style. The traditional learning style tells students information instead of letting them figure it out for themselves. I believe, however, that educators recognize the need for hands-on learning and incorporate it into the current methods of teaching.
A great example of this is labs. Continue reading
While reading Experience and Education, I couldn’t help but notice how Dewey’s discussion of education directly connects to Rousseau’s discussion of raising a child. This comparison first became clear when Dewey began discussing the negative qualities and the consequences of habit formation when he stated, that some “experience[s]” may “generate” “habits,” which he suggests creates the “inability to control future experiences,” a similar stance to Rousseau (26). Continue reading
Posted in Contemporary Philosophy, Education, Experience, Identity, Knowledge
Tagged children, Dewey, Education, Emile, experience, Experience and Education, habits, Harry, Rousseau, school