I. John Dewey’s response to Zuriff Learners do not require a special treatment, but instead, they need to be actively exposed to experimentation (Dewey, 1968). This is because, according to Dewey (1986), the experimentation method does not follow the old education system which is based on the built of a ready-made process, and instead is developed by discovering knowledge on experience (Dewey, 1968).
II. John Dewey’s response to Terzi
Dewey would respond by supporting the argument of Terzi in that equality should be the term that governs the progression of skills (Dewey, 1968). This is because Dewey supports equality because it erases prejudices and outcomes of distinctions made unjustly (Dewey, 1968). Through the application of the principles …show more content…
This is because, according to Dewey (1986), the experimentation method does not follow the old education system which is based on the built of a ready-made process, and instead is developed on discovering knowledge founded on experience (Dewey, 1968). He objected the need for specialized learning in children since it was derived out of external interests (Dewey, 1968). Dewey’s response would also include that his approach aims to include the school system with the essentials of the society to motivate the values of freedom and discovery (Dewey, 1968). He explains this by saying that schooling should not be based on matters of discrimination so that these children form a balanced and critical-minded society with an improved quality of life experience (Dewey, 1968). Dewey response would also include, that the physical, moral, and intellectual development process of children is a clear example of the principle of continuity (Dewey, 1968). The higher maturity of experience will depend on the educator, as he or she will be able to determine and evaluate the individual’s experience to see where it might lead the children (Dewey, 1968). A system of scientific study should, however, be applied in the education system to ensure that the development of each child is monitored towards the development of required …show more content…
She reciprocates Dewey’s view of education democracy by explaining that democracy is created by teaching and not the other way around (Gutmann & Ben-Porath, 2014). She explains this by quoting that “a democratic state is therefore committed to allocating education authority in such a way as to provide its members with an education adequate to participate in democratic politics” (Gutmann & Ben-Porath, 2014). This quote also proves that Gutmann promotes the idea that education develops political communities, contrary to Dewey’s view. Moreover, Gutmann perceives that guardians and parents are not obligated by the societal values but by the nation’s and education’s principles (Gutmann & Ben-Porath, 2014). These two principles hold parents from curtailing the aspects of child development regarding the conveyance of competing notions (Gutmann & Ben-Porath,
II. John Dewey’s response to Terzi
Dewey would respond by supporting the argument of Terzi in that equality should be the term that governs the progression of skills (Dewey, 1968). This is because Dewey supports equality because it erases prejudices and outcomes of distinctions made unjustly (Dewey, 1968). Through the application of the principles …show more content…
This is because, according to Dewey (1986), the experimentation method does not follow the old education system which is based on the built of a ready-made process, and instead is developed on discovering knowledge founded on experience (Dewey, 1968). He objected the need for specialized learning in children since it was derived out of external interests (Dewey, 1968). Dewey’s response would also include that his approach aims to include the school system with the essentials of the society to motivate the values of freedom and discovery (Dewey, 1968). He explains this by saying that schooling should not be based on matters of discrimination so that these children form a balanced and critical-minded society with an improved quality of life experience (Dewey, 1968). Dewey response would also include, that the physical, moral, and intellectual development process of children is a clear example of the principle of continuity (Dewey, 1968). The higher maturity of experience will depend on the educator, as he or she will be able to determine and evaluate the individual’s experience to see where it might lead the children (Dewey, 1968). A system of scientific study should, however, be applied in the education system to ensure that the development of each child is monitored towards the development of required …show more content…
She reciprocates Dewey’s view of education democracy by explaining that democracy is created by teaching and not the other way around (Gutmann & Ben-Porath, 2014). She explains this by quoting that “a democratic state is therefore committed to allocating education authority in such a way as to provide its members with an education adequate to participate in democratic politics” (Gutmann & Ben-Porath, 2014). This quote also proves that Gutmann promotes the idea that education develops political communities, contrary to Dewey’s view. Moreover, Gutmann perceives that guardians and parents are not obligated by the societal values but by the nation’s and education’s principles (Gutmann & Ben-Porath, 2014). These two principles hold parents from curtailing the aspects of child development regarding the conveyance of competing notions (Gutmann & Ben-Porath,