John Dewey versus Current Educational Trends (An Evaluation).

Autor/in	Ediger, Marlow
Titel	John Dewey versus Current Educational Trends (An Evaluation).
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Philosophy; Educational Trends; Elementary Secondary Education; Standards; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Standard
Abstract	This paper analyzes and compares the experimentalist philosophy of John Dewey with a current educational emphasis which advocates high standards and high expectations for all students. Advocates of high standards and high expectations call for standards written before instruction by people removed from the local classroom. The standards are to be aligned with accompanying criterion-referenced tests and written so that they can be machine scored and so that report cards can be issued to make comparisons among school districts possible. John Dewey, however, emphasized objectives arising in context by students with teacher assistance in the classroom setting and problem solving as the major methods of teaching and learning. Students were to be involved in evaluating themselves in terms of their ability to solve identified problems, and subject matter was to be acquired as it became vital for problem solving. Each student, in Dewey's view, was to contribute in a problem-solving situation but was not to be compared with others. Other points at which the high standards movement departs from John Dewey's philosophy are identified. A particular point of difference is that high standards advocates believe strongly in testing to ascertain what students have learned, while evaluation in Dewey's problem-solving curriculum emphasizes contextualism. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC