One key note that I would like to address in the Dewey reading is his notion on the educational process having two sides. He states “this educational process has two sides-one psychological and one sociological-and that neither can be subordinated to the other, nor neglected, without evil results following” (Dewey 93). This is an interesting way to view education because when I look at education today, I think of factory style teaching, standardized test, and structure with no ability to wonder off and create something new and different. I would not have pictured the importance of understanding the psychological and sociological aspects to a certain extent that Dewey deems necessary. Dewey continues with “The psychological is the basis. The child’s own instincts and powers furnish the material and give the starting point for all education” (Dewey 93). I believe using this ideology as a starting point would be a great conversation starter. Instead of focusing on the masses of students, generalizing the teaching styles, and generalizing the topics, I believe we should look at how we can affect students individually by getting rid of the simplistic factoring teaching and introducing a new way of educating each other. One idea would be to introduce a student teaching time. Where a student, no matter how right or wrong they are, would get in front of the class and teach their fellow class mates the topic of the day. It could be for 5-10 minutes at the beginning of class and the teacher would come in after and teach the topic at hand the “correct way”. I believe a program like this would go hand and hand with Dewey’s thoughts on the educational process. It would encourage kids to be themselves, teach how they would like to teach, build confidence, and it would allow the teachers to analyze their students to figure out new ways to connect with an individual student.
I really like this idea of letting the students teach their peers. I think it would be a really good practice in public speaking, connecting with peers, and getting more comfortable with taking on some responsibility. I think giving students more responsibilities is a great way to empower them as individuals. I feel as if, when a teacher places trust in their students, the students are more comfortable with trusting themselves and learning their capabilities.
Ty,
Your good example of “wandering off” speaks both to EL principles of having a place and time for solitary thinking, as well as Dewey’s sense of developing habits of mind as crucial to reconstructing your own experience. And yet, as you say, the opportunity to learn with and teach our peers is powerful quotient for experiential learning, certainly part of what you do as cadets at VMI. I hope that our class becomes a space where constructive peer exchange, collaboration and critique are valued as you partner up and build inquiry designs together.
MAJ Hodde