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NATURALISM & HUMANISM

LEARNING AND EDUCATION DEVELOPMENT


ENVIRONMENT FOR LEARNING
FOCUS : JOHN DEWEY
ISSUE : EDUCATION OF AN ARCHITECT

Naturalism & Humanism Friday, 11 September 2009


‘The core of the humanistic philosophy is naturalism—the proposition

that the natural world proceeds according to its own internal dynamics,

without divine or supernatural control or guidance, and that we human

beings are creations of that process. It is instructive to recall that the

philosophers of the early humanistic movement debated as to which term

more adequately described their position: humanism or naturalism. The

two concepts are complementary and inseparable’

- Dr. Morris is Founder and President


Emeritus of the Institute for Creation
Research.

http://www.icr.org/i/pdf/imp/imp-332.pdf

Naturalism & Humanism Friday, 11 September 2009


NATURALISM

Naturalism - Philosophical and Theological Disposition

materialism,
Naturalism, commonly known as is a philosophical paradigm whereby

everything can be explained in terms of


natural causes. Physical matter is the only reality -- everything can be explained in

excludes any
terms of matter and physical phenomena. Naturalism, by definition,

Supernatural Agent atheism. or activity. Thus, naturalism is

Naturalism's exclusion of God necessitates


moral relativism. Philosophers agree, without God there
is no universal moral standard of conduct.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
NATURALISM
Naturalists were great admirers of the
perfection in the physical world, yet
no other reality aside found it difficult to give a satisfactory
one of the most significant
nature and the
from answer to how this came into being.
products of the 19th century Since they adopted positivist dogma,
world perceived by the atheistic atmosphere, influenced and believed only in concepts whose
five senses
Darwin and drove him to existence could be established by
offer an atheistic explanation for means of experiment and observation ,
life
they fiercely rejected the
Concepts such as Mother Nature
fact that nature was
nature itself was or clichés such as "Nature gave created by Allah. In their view,
regarded as its own some people superior abilities; nature created itself.
creator and arbiter nature made humans what they Darwin's theory served
are," naturalist/materialist philosophy, or to
be more accurate, the atheism that
underlay it. It therefore received
result of preconceptions support and was imposed on society as
imposed by naturalism. if it were a major scientific truth.
Otherwise, it would have been
regarded as the speculation of an
amateur biologist and quickly
forgotten.
Aug 15, 2009

http://us1.harunyahya.com/Detail/T/EDCRFV/productId/16487/NATURALISM

Naturalism & Humanism Friday, 11 September 2009


HUMANISM

Humanism: A Belief with no Purpose or Objective Values


. We
Humanism holds that the universe exists for no purpose that does not necessitate any kind of meaning.

are the result of a blind and random process. Humanism differs from the more
life can have a meaning if we
extreme philosophy of nihilism, in that

assign a meaning to it. Life is only worth living if we ourselves make it worthwhile and
enjoyable. Humanism maintains that no objective or universal values exist. A person may be moral if he or she

creates a system of values and lives according them. A humanist would maintain that no one is
obligated to be moral. Therefore, humanism fails to provide moral objections to
immoral behavior.

Obviously, if no moral absolutes exist, you can't demonstrate that anything is wrong or
evil. Thus, in a humanist society, no one can really judge or condemn the choices or
actions of others.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
HUMANISM
Humanism: Life Without Real Meaning

teaching of evolutionary science,


Humanism is fostered by the

materialism and moral relativism in our popular media and public

Without God,
school system. We’ve removed God from the equations. we lose any transcendent
purpose for the universe in which we live.

Without God, we lose any transcendent purpose to give meaning to our individual lives.
We are nothing more than bugs struggling with survival until we die. All the achievements,
the sacrifices, the good and beautiful acts of some people, the ugly and dark acts of
others, are ultimately futile efforts of life. Without God, we lose any possibility for life after
death. When you remove the hope of heaven,
you remove the ultimate value and
purpose of life

What difference would it really make whether we lived like a Billy Graham or an Osama Bin Laden?
Everyone's fate would be the same anyway. This is the ultimate outlook of those who base their belief
system on humanism. Eat, drink and be merry – for tomorrow we die. Rather bleak, we think.
Investigate for yourself.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /

/ FOCUS : JOHN DEWEY /

/ ISSUE : EDUCATION OF AN ARCHITECT /

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

Education developed from the human struggle for


survival and enlightenment. It may be
FORMAL or INFORMAL.

Formal education refers to


the process by which
teachers instruct
students in courses
of study within
Informal education refers to the
institutions.
general social process
by which human beings
acquire the knowledge
and skills needed to
function in their culture.

Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.


Naturalism & Humanism Friday, 11 September 2009
LEARNING AND EDUCATION DEVELOPMENT

Before the invention of reading and


writing,
people lived in an environment in which
they struggled to survive against natural
forces, animals, and other humans. I only created jinn and man to
worship Me.
(Surat adh-Dhariyat, 56)
To survive, preliterate people developed
skills that grew into cultural and
educational patterns.

transmit it, or pass it on, from adults to children.

sharing information about gathering food and providing shelter;


making weapons and other tools; learning language; and acquiring the
values, behavior, and religious rites or practices of a given culture

Through direct, informal education, parents, elders, and priests taught


children the skills and roles they would need as adults

eventually formed the moral codes that governed behavior

used an oral tradition, or story telling, to pass on their culture and


history from one generation to the next

By using language, people learned to create and use symbols, words,


or signs to express their ideas

When these symbols grew into pictographs and letters, human beings Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All
created a written language and made the great cultural leap to literacy rights reserved.

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

“Dan (ingatlah) Aku tidak menciptakan jin dan manusia melainkan untuk
mereka menyembah dan beribadat kepadaKu.”
( Adz- Dzaariyaat 51 : 56 ) I only created jinn and man to
worship Me.
(Surat adh-Dhariyat, 56)
Di dalam ayat yang lain yang bermaksud :

“Dan (ingatlah) ketika Tuhanmu berfirman kepada malaikat: Sesungguhnya


Aku hendak menjadikan seorang khalifah di bumi. Mereka bertanya (tentang
hikmat ketetapan Tuhan itu dengan berkata): Adakah Engkau (Ya Tuhan
kami) hendak menjadikan di bumi itu orang yang akan membuat bencana
dan menumpahkan darah (berbunuh-bunuhan), padahal kami sentiasa
bertasbih dengan memujiMu dan mensucikanMu?. Tuhan berfirman:
Sesungguhnya Aku mengetahui akan apa yang kamu tidak mengetahuinya. 
( Al-Baqarah 02: 30 )

Disini Allah menjelaskan bahawa penciptaan khalifah di bumi adalah dibawah


pengetahuan Tuhan Yang Maha Mengetahui. Ianya juga amat bererti di sisi Allah
s.w.t untuk menciptakannya dan seterusnya untuk mentadbir bumi ini. Allah jua
yang mengutuskan para RASUL SEBAGAI KHALIFAH di muka bumi sebagai
PETUNJUK JALAN KEBENARAN yang mana di zaman itu di penuhi dengan zaman
kegelapan dan kejahilan. Dari Nabi Adam a.s hingga Nabi Muhammad s.a.w iaitu
nabi akhir zaman diberikan amanah sebagai pesuruh di jalan Allah. Dan
seterusnya kepada para sahabat , tabi’ tab’iin hinggalah umat Muhammad s.a.w
di hari ini. 

http://nicesweetspace.blogspot.com/

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

“Kemudian Kami jadikan kamu (wahai umat Muhammad) khalifah-khalifah


di bumi menggantikan mereka yang telah dibinasakan itu, supaya Kami
melihat apa pula corak dan bentuk kelakuan yang kamu akan lakukan.” 
( Yunus 11 : 14)
I only created jinn and man to
Hakikat penciptaan manusia ialah manusia dilahirkan sebagai khalifah worship Me.
dengan menjadikan AL-QURAN DAN AL-SUNNAH SEBAGAI PANDUAN. (Surat adh-Dhariyat, 56)
Khalifah mempunyai peranan yang amat besar di dalam kehidupan di dunia
hari ini. Baik dan buruk kehidupan hari ini bergantung kepada khalifah yang
mengetuainya. Tetapi khalifah pada asalnya ialah khalifah yang terserlah
kehebatannya dan kekuatannya dalam menerajui sesuatu kafilah atau kaum.
Khalifah disini ialah seluruh umat Islam yang mana diketuai oleh khalifah
yang mempunyai ILMU PENGETAHUAN agama Islam yang mendalam dan
dipilih berdasarkan syura. Sebagai contoh khalifah Ar- Rasyidin yang dilantik
berdasarkan syura mengikut peringkat serta kredibiliti khalifah setelah
kewafatan Nabi yang Ummi iaitu Muhammad s.a.w di zaman tersebut.

Disini Allah menjelaskan bahawa penciptaan khalifah di bumi adalah dibawah


pengetahuan Tuhan Yang Maha Mengetahui. Ianya juga amat bererti di sisi Allah
s.w.t untuk menciptakannya dan seterusnya untuk mentadbir bumi ini. Allah jua
yang mengutuskan para RASUL SEBAGAI KHALIFAH di muka bumi sebagai
PETUNJUK JALAN KEBENARAN yang mana di zaman itu di penuhi dengan zaman
kegelapan dan kejahilan. Dari Nabi Adam a.s hingga Nabi Muhammad s.a.w iaitu
nabi akhir zaman diberikan amanah sebagai pesuruh di jalan Allah. Dan
seterusnya kepada para sahabat , tabi’ tab’iin hinggalah umat Muhammad s.a.w
di hari ini. 

http://nicesweetspace.blogspot.com/

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

LEARNING TO SEE
visual organs newborn babies cannot see their
surroundings clearly.

can only separate between light and dark.


e.g.; situation you move to a country where they
speak a foreign language.
completely incomprehensible.
slowly you gain an understanding

The first phase - learn to follow objects with the eyes.


after birth, the baby can follow a source of bright
light with its eyes.

A few weeks - the eye's lens begins to adjust itself, letting the
baby focus on nearby objects.
God, Who created people and their eyes, gives us the
Soon – baby can grasp these objects with its hands, it finds that answer in His book. The Qur'an says that humans come out
in order to see objects placed close, all it needs to of their mother's womb knowing absolutely nothing; and
do is move its eyes a little. that sight, hearing and hearts are blessed upon them:

God brought you out of your mothers'


Next - able to gaze up and down in order to see high and low- wombs knowing nothing at all, and gave
placed objects, and three-dimensional vision. you hearing, sight and hearts so that
the sizes of objects, compare distances. perhaps you would show thanks. (Qur'an,
until the child's third year - shall achieve a complete visual ability. 16: 78)
In the process just explained, the child effectively
teaches itself.

http://harunyahya.com/books/science/miracle_eye/miracle_eye_04.php
But how can a newborn possibly teach itself how to see, completely on
its own?
Naturalism & Humanism Friday, 11 September 2009
LEARNING AND EDUCATION DEVELOPMENT

Qabil dan Iqlima Habil dan Labuda

Al-Mâ'idah: 27-32
http://islam.elvini.net/rasul.cgi?nabi1

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT
What is learning? Is it a change in behavior or
understanding? Is it a process?

LEARNING "I am discovering, drawing in from the


the insatiable curiosity that outside, and making that which is drawn
drives the adolescent boy to in a real part of me."
absorb everything he can see
or hear or read about
gasoline engines in order to experience of the learner progresses 
improve the efficiency and speed of his
'cruiser'

"No, no, that's not what I want"

"Wait! This is closer to what I am interested


in, what I need"

"Ah, here it is! Now I'm grasping and Carl Rogers 1983: 18-19
comprehending what I need and what I
want to know!"
http://www.infed.org/biblio/b-learn.htm

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT
What is learning? Is it a change in behavior or
understanding? Is it a process?

do not figure strongly in professional education


programmes for teachers and those within
different arenas of informal education

as if it is something is unproblematic
and that can be taken for granted

Get the instructional regime right, the message


seems to be, and learning (as measured by
tests and assessment regimes) will follow

lack of attention to the nature of learning inevitably leads


to an impoverishment of education. It isn't simply that the
process is less effective as a result, but what passes for educational policymakers and practitioners
education can actually diminish well-being.  E.g.: In Britain and Northern Ireland

http://www.infed.org/biblio/b-learn.htm

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

http://www.newhorizons.org/nhfl/about/organization.htm

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

FRIDAY, DECEMBER 05, 2008


How to fix Malaysian education, Part 2
TO: OPINION LEADERS IN EDUCATION
how best to educate the children of our nation

concepts to work on:

"nature of the human beings",

"nature of the human mind",


"nurture of multiculturalism"

"nature of learning and teaching",

"nurture of class consciousness".


"nature of change",

"nature of intellectual freedom",

"nurture of human intelligence",

http://azlyrahman-illuminations.blogspot.com/2008/12/how-to-fix-malaysian-education-part-2.html

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT
The Process of learning:

Subconscious Incompetence
first stage in the process of learning.
means that you are NOT consciously ware of what skill you lack.
as you come across situations you’re unfamiliar with, you’ll start to ponder about it. 
You are not aware you don’t know how to drive a car.

Conscious Incompetence
means that you are aware that you lack a particular skill.
begin to realize that learning something new will enable you to be more effective and productive. 
“practice makes perfect”,
create goals.
Now that you’ve come across a situation where you need to drive a car, you start practicing.

Conscious Competence
the person is now performing the skill persistently. 
able to perform the skill, but still put full concentration and focus in using your skill right.
You are now able to drive a car, but need to focus on when to brake, your turn signals, adjusing the
mirror, etc.

Subconscious Competence
final stage in the process of learning
able to perform the task without thinking. 
The skill becomes automatic and operates as if it were second nature.
able to do multi-tasking at the same time.
Now you’re able to drive a car with ease. You stop paying attention to all the basics of driving. Now
your able to talk on the cell phone, change gears, and eat while driving  

These are the stages in which we learn. An addition to this, there is also a way we re-learn something. 
Now that your familiar at our learning process, what is a skill your looking to master, and which stage are you at right
now?
http://www.persuasive.net/do-you-have-mad-learning-skills/

Naturalism & Humanism Friday, 11 September 2009


LEARNING AND EDUCATION DEVELOPMENT

“Experience Is The Best Teacher”


Shaman Elder Maggie Wahl.
http://www.themystica.org/mystica/articles/e/experience_is
_the_best_teacher.html

“Pengalaman adalah sekolah yang paling baik,


tetapi yurannya amat mahal”
- Cikgu Mokhtar SMTKL, 2001

http://www.newhorizons.org/nhfl/about/organization.htm

Naturalism & Humanism Friday, 11 September 2009


/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /

/ FOCUS : JOHN DEWEY /

/ ISSUE : EDUCATION OF AN ARCHITECT /

Naturalism & Humanism Friday, 11 September 2009


Learning and Teaching should be Inclusive and Enjoyable
ENVIRONMENT FOR LEARNING
The Learning Environment For education in school to be effective, the environment needs
Points Arising from Research to be conducive to learning, allowing the students space and
time to interact within the learning and teaching process.  
Creating and maintaining stimulating learning environments can
be achieved through effective classroom organisation,
interactive and whole school displays and a climate of innovation

The best learning environment

high challenge and low stress

positive teacher behaviour influences performance

Constant and varied exposure to new material encourages quicker and deeper learning

Differentiated structures are necessary for effective individualised learning


 
Music can be used to improve recall as well as create the chosen learning  environment

Incorporate a range of teaching strategies within planning

resources are appropriate, accessible, identifiable and relevant

Environment should be independent and active

Good visual display can improve recall and attention by up to 80%

Equal opportunities form an integral part of the formal and informal curriculum

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm

Naturalism & Humanism Friday, 11 September 2009


Learning and Teaching should be Inclusive and Enjoyable
ENVIRONMENT FOR LEARNING
The Learning Environment
Key Elements of the Learning Environment
The visual environment
Whole school display linked to theme, which supports a planned set of values of
the whole school community

Good learning and teaching displays in classrooms and corridors reflecting a broad
and balanced curriculum which is well matched to the needs

Displays include a variety of languages and scripts, positive images of minority


groups and positive role models

Teaching resources and displays reflecting the multi-cultural and social diverse
nature of local and wider communities

Provide opportunities for students to interact with a culturally and socially diverse
range of people
e.g. through visits, visitors, pen friends, exchanges
Litter, graffiti or vandalism
Good development of school grounds
Tidy staff room and offices
A planned programme of improvements to the school environment
Purposefully organised classrooms
Up to date ICT is accessible
Staff take on responsibilities for areas of the school

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm

Naturalism & Humanism Friday, 11 September 2009


Learning and Teaching should be Inclusive and Enjoyable
ENVIRONMENT FOR LEARNING
The Learning Environment
Key Elements of the Learning Environment
The external environment

Use visual display around the room to highlight key topics, key words, and key
concepts   

Use visual display to tell the story of the topic which is being studied       
 
visual display provides a good balance of images, symbols, pictures,
colour and text 

Paint games on playground surfaces          

Purchase games equipment, which encourages physical activity and co-operative play 

Plant bulbs, trees and sensory gardens  

Increase the provision of litter and recycling bins     

Install benches and tables

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm

Naturalism & Humanism Friday, 11 September 2009


Learning and Teaching should be Inclusive and Enjoyable
ENVIRONMENT FOR LEARNING
The Learning Environment
Key Elements of the Learning Environment
The internal environment

work in public areas and classrooms   


    
students know where material, equipment and other learning resources are kept

Renovate toilets and shower blocks


(e.g. fixing locks on doors, improving lighting and ventilation)      
    
Better checking systems for toilets
(e.g. ensuring soap and paper are available)

Locate water-drinking stations   

Paint murals        

Redecorate areas in bright colours 

Carpet classrooms and corridors       


    
Relocate coat racks and ensure ‘easy stowing’ systems for shoes

Fit blinds in ’sun trap’ rooms      

Create health notice boards

http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm

Naturalism & Humanism Friday, 11 September 2009


Learning and Teaching should be Inclusive and Enjoyable
ENVIRONMENT FOR LEARNING
The Learning Environment
consider adopting to enhance the learning environment in your school/classroom?
Some Development Activities Towards Enhancing the Learning Environment
Key Element Objective Action
  Some examples and suggestions

variety of languages and scripts, mounts exhibitions to emphasise positive role models e.g.
achievements of females from a variety of ethnic groups in
Visual positive images of minority groups
management and science, achievement of males in the arts
positive role models for all and caring professions.

Use 'passive' concerts to establish a positive learning


Use music to create a working mood attitude e.g. Vivaldi - Five Concertos for Flute and
Aural Chamber Orchester; Bach - Fantasia in C minor; Ben E King
Aid relaxation, energise, learning and
- Stand by Me; Louis Armstrong - What a Wonderful
concentration with selected music
Life;Tina Turner - Simply the Best.

intervention strategies e.g. 'circle time', students with staff support, organise their own groups e.g.
Behavioural 'school councils', 'pupil courts' and school councils, where equality issues can be raised and
'mediation'. discussed.

bright visual displays of work placed alongside large


posters of beautiful scenery.
visual display to tell the story of the topic Use a subject bulletin board for snippets of information,
External
which is being studied. affirmation walls with individual bricks comprising 
students' statements of what they like about the subject.
Photographs of field trips.

students know where material, equipment students both individually and collectively to care for
Internal
and other learning resources are kept. resources and keep them in order.
http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/environment.htm

Naturalism & Humanism Friday, 11 September 2009


Future Learning Environment ENVIRONMENT FOR LEARNING

Interactive Learning Environment (ILE), a free, open source


environment for building web-based learning environments

Self Contained
 interactive learning environments.
Free
It can be downloaded from
Comparable environments  the installation/downloading
tutorial.
surprisingly easy 
unlimited expertise while transform the tutorial
the latter only requires contents into your
learning new skills as you own.
need them from the built-
in tutorial.
ILE's libraries, and an ILE-based
Web-based Administration tutorial, to be installed
collectively or individually
as desired.
Award-Winning
ILE implements the teaching infrastructure upon which the lead developer's Taming the Electronic
Frontier course was based. This course won the $25,000 Paul Allen Foundation competition in 1997 as
the best distance education course nationwise.

http://www.virtualschool.edu/ile/

Naturalism & Humanism Friday, 11 September 2009


Future Learning Environment ENVIRONMENT FOR LEARNING

WebTops Zope product
 Open Source
Progressive Inquiry
Free Software

Jamming tool
Fle3 > Knowledge Type sets

Design Thinking
GNU General Public Licence (GPL)

Knowledge Building tool
XML format (compatible with the Educational Modelling
Language - EML).

Operating Systems (GNU/Linux, MacOS X, *BSD, etc.) and


Microsoft Windows.

Developed by Learning Environments for Progressive Inquiry Research Group


UIAH Media Lab, University of Art and Design Helsinki
In cooperation with Centre for Research on Networked Learning and Knowledge Building,
Department of Psychology, University of Helsinki.

Fle3 is a web-based learning environment is supported by the European Commission in the Information Society Technologies (IST) framework;
IST-00-III.2 'School of Tomorrow' (ITCOLE project), Nordic Council of Ministers, the Nordic Governments (NordUnet2 / Fle2 project) and
UIAH Media Lab.
http://fle3.uiah.fi/

Naturalism & Humanism Friday, 11 September 2009


ENVIRONMENT FOR LEARNING

Creating a learning environment for the


future?

http://www.teachernet.gov.uk/teachingandlearning/library/learningenvironment/

Naturalism & Humanism Friday, 11 September 2009


/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /

/ FOCUS : JOHN DEWEY /

/ ISSUE : EDUCATION OF AN ARCHITECT /

Naturalism & Humanism Friday, 11 September 2009


/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
John Dewey Western Philosophy Biography
20th-century philosophy •Had a profound impact on
Full name John Dewey progressive education
Born October 20, 1859 in
Burlington, Vermont, USA •Rejected authoritarian teaching
Died June 1, 1952 (aged 92)
methods.
School/tradition Pragmatism
Main interests Philosophy of education,
Epistemology, •His educational theories were
Journalism, Ethics permeated by his primary ethical
Notable ideas Educational progressivism value of democracy.
Major books include
"Democracy and •Regarded education in a
Education" (1916) democracy as a tool to enable
"Logic" (1938) the citizen to integrate his or her
"Experience and culture and vocation usefully.
Education" (1938).
Influenced by Plato, Jean-Jacques •To accomplish these aims,
Rousseau, G. W. F. Hegel Dewey said radical reform was
Charles S. Peirce, William
James G. T. Ladd
need of both pedagogical
Influenced George Santayana, Richard methods and curricula.
Rorty, Hilary Putnam,
Cornel West, Jurgen •He lectured all over the world
Habermas, Sidney Hook, and prepared educational
Noam Chomsky, Hu Shi,
surveys for Turkey, Mexico, and
Thorstein Veblen, Young
radicals, Mordecai Kaplan, the Soviet Union.
Maxine Greene

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
http://images.google.com.my/images?hl=en&safe=off&rlz=1C1CHMB_enMY338MY338&q=john+dewe
y&um=1&ie=UTF-8&ei=5tuiSt6pJNj-kAXr3tGBBA&sa=X&oi=image_result_group&ct=title&resnum=14
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Life & Work : timeline

http://smed-timeline.wikispaces.com/file/view/John_Dewey_TimelineSMED705.jpg
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Life & Work

Dewey was born in Burlington, Vermont


of modest family origins. He attended
the University of Vermont, from which he
After studying one year under G. Stanley Hall,
graduated in 1879. After three years as a
working in the first American laboratory of
high school teacher in Oil City,
psychology, Dewey received his Ph.D. from
Pennsylvania, Dewey decided that he was
the School of Arts & Sciences at Johns
unsuited for employment in primary or
Hopkins University. In 1884, he took a
secondary education.
faculty position at the University of Michigan
(1884-1888 and 1889-1894) with the help of
George Sylvester Morris. His unpublished and
now lost dissertation was titled "The
Psychology of Kant".

In 1894 Dewey joined the newly founded


University of Chicago (1894-1904) where he
shaped his belief in an empirically based theory
of knowledge aligning his ideals with the newly
emerging Pragmatic school of thought. His time During this time Dewey also founded the University
at the University of Chicago resulted in four of Chicago Laboratory Schools where he was able to
essays collectively entitled Thought and its actualize his pedagogical beliefs which provided
Subject-Matter which was published with material for his first major work on education, The
collected works from his colleagues at Chicago School and Society (1899). Disagreements with the
under the collective title Studies in Logical Theory administration ultimately led to his resignation from
(1903). the University at which point he left for the East
Coast. In 1899, John Dewey was elected president of
the American Physiological Associations.

http://en.wikipedia.org/wiki/John_Dewey
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Life & Work
From 1904 until his death he was professor
of philosophy at both Colombia University
and Teachers College. In 1905 he became
president of the American Physiological
Dewey's most significant writings were "The Reflex Arc
Associations. He was a long-time member of
Concept in Psychology" (1896), a critique of a standard
the American Federation of Teachers.
psychological concept and the basis of all his further
Along with the historian Charles Beard,
work; Democracy and Education (1916), his celebrated
economists Thorstein Veblen and James
work on progressive education; Human Nature and
Harvey Robinson, Dewey is one of the
Conduct (1922), a study of the role of habit in human
founders of The New School of Social
behavior; The Publics & Its Problem (1927), a defense
Research.
of democracy written in response to Walter Lippmann’s
The Phantom Public (1925); Experience and Nature
(1925), Dewey's most "metaphysical" statement;

Art as Experience (1934), Dewey's major work on


aesthetics; A Common Faith (1934), a humanistic
study of religion, which was originally delivered as
the Dwight H. Terry Lectureship at Yale; Logic: The While each of these works focuses on one particular
Theory of Inquiry (1938), an examination of philosophical theme, Dewey wove all of his major
Dewey's unusual conception of logic; Freedom and themes into everything he wrote. His professional
Culture (1939), a political work examining the roots life was extremely productive and consisted of
of fascism; and Knowing & The Known (1949), a over 700 articles in 140 journals, and roughly 40
book written in conjunction with Arthur F. Bentley books.
that systematically outlines the concept of trans- Dewey married twice, with first wife Alice Chipman,
action which is central to his other works. who bore him six children and second wife Roberta
Lowitz Grant.

http://en.wikipedia.org/wiki/John_Dewey
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Introduction To John Dewey Philosophy of Education
Education is life itself.
- John Dewey

John Dewey (1859-1952) believed that learning was


active and schooling unnecessarily long and restrictive. 
His idea was that children came to school to do things
and live in a community which gave them real, guided
experiences which fostered their capacity to contribute
to society.  For example, Dewey believed that students
should be involved in real-life tasks and challenges:

•maths could be learnt via learning


proportions in cooking or figuring
out how long it would take to get
from one place to another by mule
•history could be learnt by
experiencing how people lived,
geography, what the climate was
like, and how plants and animals
grew, were important subjects
Dewey had a gift for suggesting activities that captured
the center of what his classes were studying.
Dewey's education philosophy helped forward the
"progressive education" movement, and spawned the
development of "experiential education" programs
and experiments.

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Dewey is lauded as the greatest
educational The Modern Father of Experiential Education

thinker of the 20th century.  His theory of


experience continues to be much read and discussed not only
within education, but also in psychology and philosophy. 
Dewey's views continue to strongly influence the
design of innovative educational
approaches, such as in outdoor education, adult
training, and experiential therapies.
In the 1920's / 1930's, John Dewey became famous for
pointing out that the authoritarian, strict, pre-ordained
knowledge approach of modern traditional education was
too concerned with delivering knowledge, and not enough
with understanding students' actual experiences.
Dewey became the champion, or philosophical father of
experiential education, or as it was then referred to,
progressive education.  But he was also critical of
completely "free, student-driven" education
because students often don't know how
to structure their own learning
experiences for maximum benefit.
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
The Modern Father of Experiential Education

Why do so many students hate school?   It seems an


obvious, but ignored question. The most common misunderstanding
Dewey said that an
educator must take into about Dewey is that he was simply
supporting progressive education. 
account the unique differences between Progressive education, according to
each student.  Each person is different genetically Dewey, was a wild swing in the
and in terms of past experiences.  Even when a standard philosophical pendulum, against
curricula is presented using established pedagogical traditional education methods.  In
methods, each students will have a different quality of progressive education, freedom was
experience.  Thus, teaching and curriculum must be designed
the rule, with students being
in ways that allow for such individual differences.
For Dewey, education also a broader social purpose,  which relatively unconstrained by the
was to help people become more effective members of educator.  The problem with
progressive education, said Dewey, is
democratic society.  Dewey argued
that the one-
that freedom alone is no
way delivery style of authoritarian
solution.  Learning needs a
schooling does not provide a good structure and order, and must be
model for life in democratic society.  based on a clear theory of
Instead, students need educational experiences which experience, not simply the whim of
enable them to become valued, equal, and responsible teachers or students.
members of society.

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
The Modern Father of Experiential Education

Thus, Dewey proposed that education be designed on the


basis of a theory of experience.  We must
understand the nature of how humans have the
experiences they do, in order to design effective
education.  In this respect, Dewey's theory of experience
rested on two central tenets -- continuity and interaction.
Continuity refers to the notion that humans are
sensitive to (or are affected by) experience.  Humans
survive more by learning from experience after they are
born than do many other animals who rely primarily on
pre-wired instinct.  In humans, education is critical for
providing people with the skills to live in society.  Dewey
argued that we learn something from every experience,
whether positive or negative and ones accumulated
learned experience influences the nature of one's future
experiences.  Thus, every experience in some way
influences all potential future experiences for an
each
individual.  Continuity refers to this idea that
experience is stored and carried on into
the future, whether one likes it or not.
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
The Modern Father of Experiential Education
Interaction builds upon the notion of continuity and
explains how past experience interacts with the present
situation, to create one's present experience.  Dewey's
hypothesis is that your current experience can be understood
as a function of your past (stored) experiences which
interacting with the present situation to create an
individual's experience.  This explains the "one man's
meat is another man's poison" maxim.  Any
situation can be experienced in profoundly different ways
because of unique individual differences e.g., one student loves
school, another hates the same school.  This is important for
educators to understand.  Whilst they can't control students'
past experiences, they can try to understand those past
experiences so that better educational situations can be
presented to the students.  Ultimately, all a teacher has control
over is the design of the present situation.  The
teacher with good insight into the effects of past
experiences which students bring with them better enables
the teacher to provide quality education which is relevant
and meaningful for the students.

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


PRAGMATISM AND INSTRUMENTALISM

Pragmatism: A Thinking about Solving Problems in a Practical and Sensible way rather than by
Fixed and Theories
Instrumentalism: A view that a Concept or Theory be Evaluated by how Effectively it Explain Georg Wilhelm
and Future Phenomena and Accurately it Describes Objective Reality. Friedrich Hegel
was
Founder of
Hegelianism

John Dewey worked from strongly Hegelian influences. He a person that so


pluralist or relativist. He also held that experimentation within social,
culture, technological, philosophical could be used as a relatively hard-and-fast
influence to make judgements or decide of the truth. He honoring the important role that religious

institutions and practices played in human life, he rejected belief in any static
ideal, such as an existence of God. He felt that only scientific method could
reliably further human good. He contributions to philosophy as such thinkers like Richard Rorty, Richard J.
Bernstein and Hans Joas have also reemerged with the reassessment of pragmatism, beginning in the late
1970s.
Pluralist are an entirely unrelated positions in monism of metaphysics and epistemology.
Relativist is the idea that some elements or aspects of experience or culture are relative to.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
EPISTEMOLOGY
Epistemology: known as Theory Of Knowledge is the branch of philosophy that
Studies The Nature, Methods, Limitations and Validity of Knowledge and Belief.
It addresses the questions:
What is knowledge?
How is knowledge acquired?
What do people know? Is knowledge a subset of that which
How do we know what we know? is both true and believed?
Why do we know what we know?

Knowledge
Distinguishing knowing that from knowing how

Propositional knowledge also known as "knowledge-that" or "knowledge-how."


According to John Dewey, this concepts that reflect three historic levels of organization and presentation. In the order of
chronological appearance, these are:

Self-Action: Prescientific concepts regarded humans, animals, and things as possessing powers of their own which
initiated or caused their own actions.

Interaction: as described by Newton, where things, living and inorganic, are balanced against something in a system
of interaction.

Transaction: where modern systems of descriptions and naming are employed to deal with multiple aspects and
phases of action without any attribution to ultimate, final, or independent entities, essences, or realities.
A series of characterizations of Transactions indicate the wide range of considerations involved.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
Beliefs

Statements of "belief" mean that the speaker predicts something that


will prove to be useful or successful in some sense;
perhaps the speaker might "believe in" his. For example, to believe that the sky is blue is to think that the proposition "The
sky is blue" is true.
Knowledge entails belief, so the statement, "I know the sky is blue, but I don't believe it", is self-contradictory. On the other

hand, knowledge about a belief does not avoid an endorsement


(public statement or fact) of its truth. For example, "I know about astrology, but I don't
believe in it" is perfectly acceptable. It is also possible that someone believes in astrology but knows virtually nothing about
it.

Belief is a subjective personal basis for individual behavior, while


truth is an objective state independent of the individual. On occasion, knowledge and belief can conflict producing cognitive
dissonance. Means, is an uncomfortable feeling caused by holding two contradictory idea.

Naturalism & Humanism Friday, 11 September 2009


Truths

Whether someone's belief is true is not a prerequisite for someone to believe it. On the other hand,

if something is actually known, then it categorically


cannot be false. For example, a person believes that a particular bridge is safe enough
to support them, and attempts to cross it; unfortunately, the bridge collapses under their weight. It
could be said that they believed that the bridge was safe, but that this belief was mistaken. It would
not be accurate to say that they knew that the bridge was safe, because plainly it was not. By
contrast, if the bridge actually supported their weight then they might be justified in subsequently
holding that he knew the bridge had been safe enough for his passage, at least at that particular

time. For something to count as knowledge, it must


actually be true.

Naturalism & Humanism Friday, 11 September 2009


LOGIC AND METHOD
Logic: The Art and Science of Reasoning. More Specifically, it is defined as The Formal
Systematic Study of the Principles of Valid Inference and Correct Reasoning.

Logic concerns the structure of statements and


arguments, in formal system of inference and natural language. Topics include
validity, fallacies and paradoxes, reasoning using provability
and arguments involving causality and time.

AESTHETICS
He wrote a book; Art as Experience (1934) that talk on aesthetics. It is, according to his place in the
Pragmatist tradition that emphasizes community, a study of the individual art object as embedded
in (and inextricable from) the experiences of a local culture.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Summary of Dewey’s Experience & Education
Chapter 1: Traditional vs.
Progressive Education
Dewey polarizes traditional
and progressive “education and democracy are intimately connected.”
education’s respective
philosophies and argues
that progressively
“good education should
education has to do more
have both a societal
than simply react to the Chapter 2: The Need of a
purpose and purpose
problems of traditional Theory of Experience
for the individual
education; progressive Dewey offers a theory of
student.”
education must be rigorous education based on needing to
in developing its methods.  understand the nature of
experience.  He argues that we
Chapter 3: Criteria of must understand how
Experience experience occurs in order
Dewey argues that there are to design and conduct
two abstract principles education for the benefit of “Freedom for the sake of
which explain the nature of individuals in society both in freedom is a weak
experience: the present and the future. philosophy of
(i) continuity (that all education. ”
experiences are carried
forward and influence future
experiences) and
“educators must first understand the nature of human
(ii) interaction (present
experience. “
experiences arise out of the
relationship between the
situation and the individual’s
stored past). http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s Experience & Education
“There is a strong emphasis on the subjective quality of a
student's experience and the necessity for the teacher of
understanding the students' past experiences in order to
effectively design a sequence of liberating educational
Chapter 8: Experience -
experiences to allow the person to fulfill their potential as
The Means and Goals
a member of society.”
of Education
Dewey briefly sums up
and reiterates his
underlying arguments
about the importance of
having a theory of
Chapters 4 to 7: Social experience if one is to
Control; The Nature of able to be an effective
Freedom; The Meaning of educator.
Purpose; Progressive
Organization of Subject
Matter
Dewey explores and explains
the principles of continuity
and interaction with regard to
concrete educational
challenges: social control
(Ch4), freedom (Ch5),
purpose (Ch6), and the
progressive organization of
subject matter(Ch7).

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
I believe that all education proceeds by Summary of Dewey’s “My Pedagogic Creed”
the participation of the individual in the [Excerpted from the article, "My Pedagogic Creed," The School Journal,
social consciousness of the race. This Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
process begins unconsciously almost at
birth, and is continually shaping the I believe that knowledge of social
individual's powers, saturating his conditions, of the present state of
consciousness, forming his habits, training civilization, is necessary in order
his ideas, and arousing his feelings and properly to interpret the child's
emotions. Through this unconscious powers. The child has his own
education the individual gradually comes instincts and tendencies, but we do
to share in the intellectual and moral not know what these mean until we
resources which humanity has succeeded can translate them into their social
in getting together. equivalents.

ARTICLE I -- What Education Is


I believe that the only true education I believe that this educational
comes through the stimulation of the process has two sides - one
child's powers by the demands of the psychological and one sociological;
social situations in which he finds and that neither can be
himself. Through these demands he is subordinated to the other or
stimulated to act as a member of a neglected without evil results
unity, to emerge from his original following. Of these two sides, the
narrowness of action and feeling, and to psychological is the basis. The
conceive of himself from the standpoint child's own instincts and powers
of the welfare of the group to which he furnish the material and give the
belongs. Through the responses which starting point for all education.
others make to his own activities he
comes to know what these mean in
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
social terms. Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
Vol. LIV, No.3 (January 16, 1897), pp. 77-80]

Education, therefore,

In sum, I believe that


must begin with a
the individual who is psychological
to be educated is a
social individual and
insight into the
that society is an child's capacities,
organic union of interests, and
individuals. If we
eliminate the social habits. It must be
factor from the child ARTICLE I -- What Education Is controlled at every point by
we are left only with reference to these same
an abstraction; if we considerations. These
eliminate the powers, interests, and
individual factor from habits must be continually
society, we are left interpreted - we must know
only with an inert and what they mean. They must
lifeless mass. be translated into terms of
their social equivalents-into
terms of what they are
capable of in the way of
social service.

http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
I believe that the school is primarily a [Excerpted from the article, "My Pedagogic Creed," The School Journal,
social institution. Education being a Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
social process, the school is simply
that form of community life in which
all those agencies are concentrated
that will be most effective in bringing I believe that the school,
the child to share in the inherited as an institution, should
resources of the race, and to use his simplify existing social life;
own powers for social ends.
should reduce it, as it
were, to an embryonic
form. Existing life is so
complex that the child
ARTICLE II -- What the School Is cannot be brought into
contact with it without
either confusion or
distraction; he is either
I believe that the school must overwhelmed by the
represent present life - life as multiplicity of activities
real and vital to the child as
which are going on, so
that which he carries on in
the home, in the that he loses his own
neighborhood, or on the power of orderly reaction,
playground.

http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
I believe that the social life of the child
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
is the basis of concentration, or Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
correlation, in all his training or growth.
The social life gives the unconscious
unity and the background of all his
efforts and of all his attainments. I believe that there is,
therefore, no
succession of studies in
I believe, therefore, that the ideal school
the true center of
curriculum. If education
correlation on the school
subjects is not science, nor is life, all life has, from
literature, nor history, nor the outset, a scientific
geography, but the ARTICLE III -- The Subject-Matter aspect, an aspect of art
and culture, and an
child's own social Of Education
aspect of
activities. communication. The
progress is not in the
I believe that education cannot be unified succession of studies
in the study of science, or so-called but in the development
nature study, because apart from human of new attitudes
activity, nature itself is not a unity; nature towards, and new
in itself is a number of diverse objects in
interests in, experience.
space and time, and to attempt to make
it the center of work by itself, is to
introduce a principle of radiation rather
than one of concentration.
http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
Vol. LIV, No.3 (January 16, 1897), pp. 77-80]

I believe that
interests are the signs
I believe that the image is the
and symptoms of
great instrument of growing power. I
instruction. What a child gets believe that they
out of any subject presented represent dawning
to him is simply the images ARTICLE IV -- The Nature of Method capacities.
which he himself forms with Accordingly the
regard to it. constant and careful
observation of
interests is of the
outmost importance
for the educator.

http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Summary of Dewey’s “My Pedagogic Creed”
[Excerpted from the article, "My Pedagogic Creed," The School Journal,
Vol. LIV, No.3 (January 16, 1897), pp. 77-80]
I believe that education is
the fundamental method of
social progress and reform.
I believe that every
teacher should realize
the dignity of his calling;
I believe that education is a that he is a social
regulation of the process of servant set apart for the
coming to share in the social maintenance of proper
consciousness; and that the social order and the
adjustment of individual
securing of the right
activity on the basis of this ARTICLE V -- The School and
social consciousness is the social growth.
Social Progress
only sure method of social
reconstruction. I believe that in this way
the teacher always is the
prophet of the true God
and the usherer in of the
I believe, finally, that
the teacher is engaged,
true kingdom of God.
not simply in the
training of individuals,
but in the formation of
the proper social life.

http://www.cooperativeindividualism.org/dewey-john_my-pedagogic-creed.html
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Humanist Manifesto 1

John Dewey, was one of the chief signers of the 1933


Humanist Manifesto. It seems the Humanists have been interested in
America's education system for nearly a century.

Humanism: Some Thoughts from the Humanist Manifesto I


Humanism was “codified” by 34 of its leaders in 1933. Although many other versions
of humanism have appeared before and since, here are some excerpts from the
original Humanist Manifesto I:

FIRST: Religious humanists regard the universe as self-existing and


not created. SECOND: Humanism believes that man is a part of nature and that he
has emerged as a result of a continuous
process.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Humanist Manifesto 1

THIRD: Holding an organic view of life, humanists find that the traditional dualism
of mind and body must be rejected. FOURTH: Humanism
recognizes that man's religious culture and civilization, as clearly depicted by

anthropology and history, are the product of a gradual

development due to his interaction with his


natural environment and with his social heritage.
The individual born into a particular culture is largely molded by that culture.

FIFTH: Humanism asserts that the


nature of the universe
depicted by modern science makes
unacceptable any supernatural or cosmic
guarantees of human values. Obviously humanism does not deny
the possibility of realities as yet undiscovered, but it does insist that the way to determine the
existence and value of any and all realities is by means of intelligent inquiry and by the assessment of
their relations to human needs. Religion must formulate its hopes and plans in the light of the scientific
spirit and method.
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Humanist Manifesto 1

EIGHTH: Religious Humanism considers the complete realization


of human personality to be the end of man's life
and seeks its development and fulfillment in the
here and now. This is the explanation of the humanist's social passion. NINTH: In the place
of the old attitudes involved in worship and prayer the humanist finds his religious

emotions expressed in a heightened sense of


personal life and in a cooperative effort to
promote social well-being. TENTH: It follows that there will be no
uniquely religious emotions and attitudes of the kind hitherto associated
with belief in the supernatural.

http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
FOCUS : JOHN DEWEY
Humanist Manifesto 1

FINAL PARAGRAPH: So stand the theses of religious humanism. Though we consider


the quest for
the religious forms and ideas of our fathers no longer adequate,

the good life is still the central task for


mankind. Man is at last becoming aware that he alone is
responsible for the realization of the world of his dreams, that he
has within himself the power for its achievement. He must set
intelligence and will to the task.

They have been absolutely


successful in teaching children that
God is imaginary and contrary to
"science."
http : //www.allaboutphilosophy.org/naturalism.htm
Naturalism & Humanism Friday, 11 September 2009
/ FOCUS : JOHN DEWEY /

/ BIOGRAPHY/

/ LIFE & WORKS /

/ INTRODUCTION TO JOHN DEWEY’S PHILOSOPHY OF EDUCATION /

/ JOHN DEWEY : THE MODERN FATHER OF EXPERIENTIAL

EDUCATION /
/ PRAGMATISM & INSTRUMENTALISM

• EPISTOMOLOGY

• LOGIC & METHOD

• AESTHETIC

/ SUMMARY OF DEWEY’S EXPERIENCE & EDUCATION /

/ SUMMARY OF DEWEY’S “MY PEDAGOGIC CREED” /

/ HUMANIST MENIFESTO 1 /

/ QUOTE /

Naturalism & Humanism Friday, 11 September 2009


FOCUS : JOHN DEWEY
Quote
Education is a social process. Education is
growth. Education is, not a preparation for life; No man's credit is as good as his money.
education is life itself.
One lives with so many bad deeds on one's
Failure is instructive. The person who really conscience and some good intentions in one's heart.
thinks learns quite as much from his failures as
from his successes. Skepticism: the mark and even the pose of the
educated mind.
Genuine ignorance is profitable because it is
likely to be accompanied by humility, curiosity, Such happiness as life is capable of comes from the
and open mindedness; whereas ability to repeat full participation of all our powers in the endeavor to
catch-phrases, cant terms, familiar propositions, wrest from each changing situations of experience its
gives the conceit of learning and coats the mind own full and unique meaning.
with varnish waterproof to new ideas.
There is more than a verbal tie between the words
Just as a flower which seems beautiful and has common, community, and communication... Try the
color but no perfume, so are the fruitless words experiment of communicating, with fullness and
of the man who speaks them but does them not. accuracy, some experience to another, especially if it
be somewhat complicated, and you will find your
We can have facts without thinking but we own attitude toward your experience changing.
cannot have thinking without facts.
To find out what one is fitted to do, and to secure an
Man is not logical and his intellectual history is a opportunity to do it, is the key to happiness.
record of mental reserves and compromises. He
hangs on to what he can in his old beliefs even Without some goals and some efforts to reach it,
when he is compelled to surrender their logical no man can live.
basis.

http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation
Naturalism & Humanism Friday, 11 September 2009
/ LEARNING AND EDUCATION DEVELOPMENT /
/ ENVIRONMENT FOR LEARNING /

/ FOCUS : JOHN DEWEY /

/ ISSUE : EDUCATION OF AN ARCHITECT /

Naturalism & Humanism Friday, 11 September 2009


ISSUE : EDUCATION OF AN ARCHITECT

Architectural education has demonstrated that in order to deal with the issues
enumerated by the critics, in order for the work to be truly of this, our modern world, it
was crucial not to abandon the discipline of architecture & reserve it for either planning
& engineering, or for sociology, psychology, or anthropology, or to take on in nostalgic
or populist evasions.

The tradition of a “theoretical” education for architects, based on the belief that
architecture was, like “problem-solving”, dependent on the notion of theory as a
methodology whose value depended exclusively on its efficient applicability following a
scientific model. As opposed to traditional apprenticeship, the “theoretical lessons” of
the architect consisted of information imparted in the classroom, which the architect
would apply to “solve” planning problems.

This is why theory, according to contemporary critical accounts, appears to be taught


through practice. However, the theory & practice at stake here are not simply identical
to applied science & methodology & the Cooper program was not a “reversal” of what
was happening in other schools & universities. A seeming “lack of theory” does not
stand for an absence of thought, bringing architecture into some sort of aesthetic dark
box. On the contrary, what was at stake was a thoughtful redefinition of the terms &
relationships.

This insight, best summarized as “knowing through making” appeared as the result of
the deeply intimate & born-from-experience appreciation of the European artistic avant
-garde.

EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
ISSUE : EDUCATION OF AN ARCHITECT

This relationship to artistic practices was unique at Cooper, allowing students to


experience & understand the ability of art to embody “truth”, a relationship to reality of
a very different nature than the scientific “truth as correspondence” & the reductive
thinking that underscored the architectural education.

Rather, significant poetic work must be both metaphorical & critical. In retrospect, it is
easy to see why, understood as a form of thoughtful meditation, as source of discovery
that questioned the positivistic assumption of savoir pour prevoir (to know in order to
predict/plan), the education of the architect at Cooper, emphasizing making, could
assure its own future growth, & even a critique of the “rigidly abstruse theoretical
restrictions” that founded it.

Architectural education programs around the world continue to struggle, as we all must
continue, to internalize Cooper’s most profound lesson : the possibility of a work, a
pedagogical program, to remain continually open to spiritual development, beyond
formal . Everyone of us face the issues always anew, measuring our actions everyday
against the fundamental questions that make us human. This is a painful, personal task
that is the mark of relevant human works & that a true students of architecture must
learn to undertake.

EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
ISSUE : EDUCATION OF AN ARCHITECT

Architectural work could be a receptacle of cultural meanings that opened the work to
participation by the inhabitant, obviously far beyond issues of use or social convenience
: its could address the questions that myth, poetry, & philosophy have always posed for
the purpose of grounding humanity in view of our self-conscious mortality & our
common capacity to think the infinite.

Indeed, no one could deny, then or today, that the architects need s to be well-
educated, not a s a filing cabinet of specialized know-how & discrete information but
rather as someone who knows where he or she stands, becoming responsible for a
personal making in view of dilemmas of contemporary culture, understanding why one
makes (& what one accepts as an ethical task) & not only how.

We have come to realize that words are indeed important & that architect must learn
to articulate poetic intentions in language, grounded in history, whose horizon, like
space of architecture, is also linguistic. The ethical imperative of architecture demands
that we learn to speak properly in order to act properly.

The radical criticism of “problem solving” & planning as a model


for architectural work & architectural education???it is
unimaginable & thoughtfulness, one that even today many schools
(& in deed, too many practitioners)fail to recognize.

EDUCATION OF AN ARCHITECT : A POINT OF VIEW THE COOPER UNION SCHOOL OF ART & ARCHITECTURE . THE MONACELL PRESS . 1999
Naturalism & Humanism Friday, 11 September 2009
THE END

Naturalism & Humanism Friday, 11 September 2009

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