John Dewey: Democracy in Education

In response to John Dewey's Democracy in Education

Throughout his historical recounting of the examination of education, Dewey seems to criticize either the means or the aims with which society has attempted to find primary value in the educational process. Either the creative and unique nature of the individual is stifled in order to serve an economic or nationalistic purpose, or the societal framework is insufficient to support the kind of development needed to be in harmony with nature and “truth”.

Dewey leaves us with a challenge to reconcile our own aims and means. He promotes an open communication amongst all peoples and a dialogue that transcends borders and politics. Dewey also supports a system that will allow individuals to flourish and capitalize on their own strengths, which in turn would naturally support societal growth, change and progress:

“Accomplishment of this end demands not only adequate administrative provision of school facilities, and such supplementation of family resources as will enable youth to take advantage of them, but also such modification of traditional ideals of culture, traditional subjects of study and traditional methods of teaching and discipline as will retain all the youth under educational influences until they are equipped to be masters of their own economic and social careers.” (p. 11)