Deweyism

Deweyism is the system of education expounded by John Dewey in his 1897 book, . It emphasized social interaction and group learning over individual education, and became the dominant model in American education.

According to John Dewey's, (1897), education is only as individual as our society allows it to be. We (people) are unconsciously trained from birth. Our social consciousness, our cultural ways and what we value are a mock up of a collective social being, according to Dewey. We are all a product of our social surroundings from birth through adulthood and death. Eventually we “become an inheritor of the funded capital of civilization.” Dewey exerts that individual best is achieved in the spirit of and for the greater good. “Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling and to conceive of himself from the standpoint of the welfare of the group to which he belongs.” As a member of society, we are confined to language and its meanings, but also empowered by it.

Dewey believes that “the educational process has two sides.” Psychological and sociological impacts are two sides of the education process that go hand-in-hand; “neither can be subordinated to the other or neglected without evil results following.” Psychology provides the foundation of education while sociology provides the scenario. Unless what is taught and how we teach relates to students’ lives, it can become stressful. Even good grades are not indicative of authentic learning. Students may become disenfranchised. Psychology and social dynamics must exist in conjunction with each other to create a truly internal experience.It is important to know what is happening in the world-at-large, according to Dewey. One must also look at the student's world to ensure success relevant to their own realm of accomplishment. “We must also be able to project them into the future to see what their outcome and end will be.” Dewey holds that we must look into the individual future of every student and see what their own outlook is and how we can get there—not a collective outlook defined by blanket societal expectations of success by every person. Dewey states, “To know what a power really is we must know what its end, use, or function is.” In sum, a student cannot achieve power over their future until they know what their future can be. Teachers cannot prepare students for a future we cannot foretell as a result of ever-changing technology. People can truly prepare for the future by empowering students. In Dewey's words, “To prepare him for the future life means to give him command of himself.” Hands-on learning that utilizes the senses and capacity of the student creates the most success, intrinsically and externally. Dewey believes “that the individual who is to be educated as a social individual and that society is an organic union of individuals.” Demonstration of this success shows a psychological process. Utilizing the skills derived from effective psychological learning, social factors can be successfully recognized and addressed.

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