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    The Child and the Curriculum
    The Child and the Curriculum
    The Child and the Curriculum
    Ebook49 pages37 minutes

    The Child and the Curriculum

    By John Dewey

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    LanguageEnglish
    PublisherArchive Classics
    Release dateJan 1, 1902
    Author

    John Dewey

    John Dewey was the most famous teacher of philosophy in the early twentieth century, and he was known for his lifelong work to reform America’s educational system. Dewey was born in Burlington, Vermont, in 1859 to strict Calvinist parents. After graduating from the University of Vermont, Dewey taught high school and studied philosophy in his spare time. He finished his doctorate degree at Johns Hopkins University and continued to teach at various universities around the country, finally landing at Columbia University. While in New York, Dewey became involved in political groups and founded what would become the progressive education movement, which purported that students should learn to think for themselves to become active participants of a democratic society. He was also a founding member of the NAACP and ACLU. At this time, Dewey was influenced by Karl Marx, and after traveling to different countries to study their educational systems, praised Soviet education and came under scrutiny in the United States. Dewey continued his political and philosophical efforts until his death in 1952. 

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      Book preview

      The Child and the Curriculum - John Dewey

      The Project Gutenberg eBook, The Child and the Curriculum, by John Dewey

      This eBook is for the use of anyone anywhere at no cost and with

      almost no restrictions whatsoever. You may copy it, give it away or

      re-use it under the terms of the Project Gutenberg License included

      with this eBook or online at www.gutenberg.org

      Title: The Child and the Curriculum

      Author: John Dewey

      Release Date: June 28, 2009 [eBook #29259]

      Language: English

      Character set encoding: ISO-8859-1

      ***START OF THE PROJECT GUTENBERG EBOOK THE CHILD AND THE CURRICULUM***

      E-text prepared by Jonathan Ingram, Andrew D. Hwang,

      and the Project Gutenberg Online Distributed Proofreading Team

      (http://www.pgdp.net)

      from digital material generously made available by

      Internet Archive/Canadian Libraries

      (http://www.archive.org/details/toronto)

      THE CHILD

      AND

      THE CURRICULUM

      by

      John Dewey

      THE UNIVERSITY OF CHICAGO PRESS

      CHICAGO & LONDON

      The University of Chicago Press, Chicago & London

      The University of Toronto Press, Toronto 5, Canada

      Copyright 1902 by The University of Chicago. All rights reserved. Published 1902. Twenty-eighth Impression 1966

      Printed in the United States of America

      The Child and the Curriculum

      Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem—a problem which is genuine just because the elements, taken as they stand, are conflicting. Any significant problem involves conditions that for the moment contradict each other. Solution comes only by getting away from the meaning of terms that is already fixed upon and coming to see the conditions from another point of view, and hence in a fresh light. But this reconstruction means travail of thought. Easier than thinking with surrender of already formed ideas and detachment from facts already learned is just to stick by what is already said, looking about for something with which to buttress it against attack.

      Thus sects arise: schools of opinion. Each selects that set of conditions that appeals to it; and then erects them into a complete and independent truth, instead of treating them as a factor in a problem, needing adjustment.

      The fundamental factors in the educative process are an immature, undeveloped being; and certain social aims, meanings, values incarnate in the matured experience of the adult. The educative process is the due interaction of these forces. Such a conception of each in relation to the other as facilitates completest and freest interaction is the essence of educational theory.

      But here comes the effort of thought. It is easier to see the conditions in their separateness, to insist upon one at the expense of the other, to make antagonists of them, than to discover a reality to which each belongs. The easy thing is to seize upon something in the nature of the child, or upon something in the developed consciousness of the adult, and insist upon that as the key to the whole problem. When this happens a really serious practical problem—that of interaction—is transformed into an unreal, and hence insoluble, theoretic problem. Instead of seeing the educative steadily and as a whole, we see conflicting terms. We get the case of the child vs. the curriculum; of the individual

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