Dewey
"The correlate in thinking of facts, data, knowledge, already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:--ideas, in short." Out of the authors that I have read this year, Alfred North Whitehead and John Dewey are the two that I have found the greatest commonality with in the subject of obtaining and gaining information. Whitehead speaks on education relating back to Life. It seems to be the only way to become a person that can understand the world around him/her is to be a person who learned using life as the main force in education. "There is a proverb about the difficulty of seeing the wood because of the tress...The problem of education is to make the pupil see the wood by means of the trees." I think that he and I touch base with the idea of life being the driving force in education. Whitehead conti
The realism of the situation is another factor to consider as well as the time prospective. And what student would really want that?. In closing, I understand and agree with both Whitehead and Dewey's propositions for a more efficient style of acquiring a more fruitful, long term, though process, it would take more than I think is possible without lengthening the academic year. Their ideas being left uncovered leave them with a lack! on the information as a whole. We have created proof or even a habit. I considered how that might have a worse effect than inert ideas. " This brings us to the scientific method. nues with distaste for formulated subjects and views Life as the only subject matter for education. Dewey expresses an interest very similar to Whiteheads in the three stages in which education travels. A larger class size would have the great possibility of some student's ideas being left uncovered. " Dewey was concerned with the school problems that are assigned to students becoming empty pointless problems that importance ends with the beginning of the pupil as a human. "Secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he process the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity. " He continues with the methods that would best help the pupil to formulate their own conclusions.
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