Reconstructing Children's Experience When Teaching and Assessing Them: Lessons From Dewey

Sousa, Francisco

doi:10.1080/0163638000210302

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Deborah Burk Rodgers and Leslie A Long1

Introduction1

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2002

2021

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Cited by 2 publications

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“…Sousa (2000) pointed out that in the absence of sound philosophical principles to guide their decision making, teachers risk ANNUAL THEME 2002 + 301 "selecting content, materials, and other curricular elements merely on the basis of intuition, tradition, and / or packaged instructions" (p. 313). Such actions may lead parents, lawmakers, and the news media to think that teachers need to be held more accountable.…”

Section: Deborah Burk Rodgers and Leslie A Longmentioning

confidence: 99%

Issues in Education: Tension, Struggle, Growth, Change:Autonomy in Education

Rodgers

Long

2002

Childhood Education

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Section: Deborah Burk Rodgers and Leslie A Longmentioning

confidence: 99%

Issues in Education: Tension, Struggle, Growth, Change:Autonomy in Education

Rodgers

Long

2002

Childhood Education

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“…Studies on Dewey and children’s education have mostly focused on children’s experience and the school education content. For example, Sousa (2000) noted that Dewey’s experience theory helps us realize the reconstruction of children’s experiences. Thorburn (2018: 307) indicated that Dewey’s experience theory emphasizes that a personalized view of habit and the embodiment of children’s health can enhance health and well–being.…”

Section: Introductionmentioning

confidence: 99%

Development of John Dewey’s educational philosophy and its implications for children’s education

Shih

2021

Policy Futures in Education

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This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

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Reconstructing Children's Experience When Teaching and Assessing Them: Lessons From Dewey

Cited by 2 publications

References 6 publications

Issues in Education: Tension, Struggle, Growth, Change:Autonomy in Education

Issues in Education: Tension, Struggle, Growth, Change:Autonomy in Education

Development of John Dewey’s educational philosophy and its implications for children’s education

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