John Dewey on Democracy, Education, Experience, and Communication: Implications for Adult Education in Developing Democratic Organizations.

Autor/inn/en	Munoz, Maria D.; Munoz, Marco A.
Titel	John Dewey on Democracy, Education, Experience, and Communication: Implications for Adult Education in Developing Democratic Organizations.
Quelle	(1998), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Conventional Instruction; Democracy; Education Work Relationship; Educational Environment; Educational Philosophy; Educational Principles; Employer Employee Relationship; Interaction; Labor Force Development; Nonformal Education; Organizational Climate; Organizational Development; Teacher Student Relationship; Trainers; Training; Work Environment + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Demokratie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Interaktion; Arbeitskräftebestand; Non-formal education; Non formal education; Nichtformale Bildung; Organisationsklima; Organisationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildungslehrer; Trainer; Ausbildung; Arbeitsmilieu
Abstract	John Dewey's reflections regarding education, experience, and communication remain relevant to all educators, especially educators and trainers in the field of human resource development (HRD). Dewey viewed education as a process of growing in meaning. He stated, "all genuine education comes about through experience." Another essential concept in Dewey's philosophy is communication, which Dewey considered a social process of seeking, finding, and having a common purpose. According to Dewey's philosophy, experience, communication, and education constitute a triad in a democratic environment and serve to guarantee a culture's continuity. Dewey's triad of experience, communication, and education can become a powerful tool in designing and implementing processes of HRD programs. By viewing training programs through the lenses of this triad, HRD professionals can transform them into educative programs. By addressing training objectives through educative processes rather than through isolated training activities, an organization can attempt to shape employees' values and behaviors in accord with its own values and mission. HRD specialists should consider the following elements of Dewey's democratic ideal: (1) the existence of genuine shared purposes within the members of the organization; (2) freedom to communicate with other groups; and (3) authentic educative experiences that will enhance personal and social growth. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC