John Dewey focuses on what he considers as the audacity of imagination being one of the most vocal theorists on education and the related policies. He defines education as a process of instruction, whereby it is unified by encouraging good. His theory of inquiry concentrates on the evolution of the human race with respect to their surroundings. In addition, Dewy adopted the theory of evolution initiated by Charles Darwin. Hence he is of the view that organisms in respect to their surroundings evolve due to the need to survive since their natural environments determine the causes of action as well as the behaviour.
Dewey used what is considered as pragmatism, whereby the students are ...view middle of the document...
Thus, the cognitive process plays a significant role in the learning process and judgment. Learning is a social activity, which is not confined to the classroom. Hence, Dewey’s view is that education or the learning process for students should not be restricted to the classroom but should include non-classroom activities, which will enable students to achieve education about life (Dewey, 1966).
Dewey is of the opinion that no one can predict future events and happenings in terms of education with precision. He considers that it is impossible for teachers or instructors to prepare students for definite conditions in the world through knowledge and education. That is why teachers should focus on giving the students the ability of “command for self” (Dewey, 1966). These are the needed skills for self-determination irrespective of the future conditions, which are unknown. Teachers are tasked with imparting knowledge and skill to the students to enable them to have capacities for sustenance. After attainment of such knowledge and skills, a student has tools such as sight and hearing and other medium, which would enable to fathom the conditions present and thus to use the skills and knowledge attained for individual progress as well as survival.
A good model for instruction should prepare students to meet the society and life in general in non-classroom settings. It should provide true societal interactions among the students. This is because societal interactions are inherently the mediums of execution of work and the effective use of technological tools for communication as well as additional learning in the societal context. He addresses technology as an elaborate means of living as well as a medium for facilitating education. He defines technology, as “technology is understood as the intelligent production of new tools”; hence technology is an essential tool for communication as well a tool for the learning processes (Dewey, 1966).
Dewey emphasizes that the processes of learning should not be restricted “subject” matter or topics, the memorization and regurgitation of facts and other information learnt within the classroom setting (Dewey, 1966). Instructional processes should be based on real world applications. Such created motivation on the part of the students makes them enthusiastic in learning and gaining knowledge and skills for application in their daily non-classroom settings. Dewey considers that necessary processes of learning should connect the skills and material learnt and their relation to the real world and society.
In addition, the attained real world skills should be embedded in the classroom learning with the aim of psychologizing the instructions attained from either the classroom or non-classroom settings. Information presented in relation to the general interest of the students is crucial enabling them to associate what they learn in the classroom setting and actualize such knowledge and skills in the society and real life...