I have come to realize within my educational career, the most memorable times were when interacting with others in groups. From projects to simple collaborations, it allowed me to understand the thought processes of others and improved my teamwork skills. These two factors within a person is something John Dewey finds important during the advancement in the educational system. John Dewey states that the main two sides of a person’s educational process consists of psychological and sociological. These factors are dependent on each other and “neither can be subordinated to the other, or neglected”(93). This essentially means that it is a teachers duty to discover ways to enhance a students social skills and mental knowledge. Schools within the United States are set up in a way that both of these sides of learning are readily addressed. Dewey explains that schools are “primarily a social institution” which is influenced by the vast amount of different backgrounds that build up the community(94). Students are able to take their social identity at home and apply it to those they experience within the school life. Being able to leave your home allows for psychological growth because students are exposed to new ideas. Furthermore, the true role of a teacher is not to program “certain ideas and habits in the child” instead they are there as a guide and allow assistance for interpretation(95). When both psychological and sociological aspects are satisfied, students within those communities can go out and initiate positive movement or reform. Dewey’s ideology relates in some ways to the EL Core Practice point of promoting social, emotional, and physical wellness. Through healthy relationships and intellectual courage, a student can grow in a complete manner. Intellectual growth can be fostered by teachers crafting “wellness learning targets and assessments that create opportunities for students to track their progress toward increased teamwork, self-management, and perseverance”(10). On the social side, teachers should “ create a climate of social and emotional safety for students”(9). By allowing students to have interactions with each other, they are bound to spread influences and create interpersonal skills.
Cloyd, while I agree that many students as well as I learn better in group environments, how does Dewey’s perspective on two sides of education help the students who prefer one-on-one learning or by the book?
I really enjoyed reading this post. I think that people oftentimes forget that our schools are a major source of socialization for our children, a factor that influences not only individual students’ lives, but the lives of other students around them as well.
Cloyd, I enjoyed reading your response to Dewey’s handout. Specifically, I liked your analysis of a teacher’s role and student relationships. I also believe that healthy student interaction and relationships are necessary for courage and growth!
Ty, Your discussion offers us an opportunity to think more deeply about the relationships between Dewey’s main principles for a learning experience–continuity, and interaction. A balance of the two allows for both psychological and social growth. Quick and isolated learning experiences do not sustain the same power as ones in which we persist, over time, to understand certain ideas, materials and relationships, thus gaining a better understanding of our own powers as a learner. EL’s wholistic approach to wellness supports the spirit of Dewey’s hands-on, pragmatic approach to taking full advantage of our educational moments to develop the whole person. I’m curious to learn more about your own experiences with groups, and with persevering towards learning over time. MAJ Hodde