EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: MODERN PERSPECTIVE
Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy.
Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied.
Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society.
Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values.
Key words: philosophy of education, democratic values, Dewey’s pragmatism
Dewey, J. (1902a). Academic Freedom, Educational Review, 23, 1-14.
Dewey, J. (1902b). The Child and the Curriculum. Chicago: University of Chicago Press.
Dewey, J. (1946). Problems of Men. New York: Philosophical Library.
Dewey, J. (2004). Democracy and Education. New York: Dover Publications, Inc.
Dewey, J. (2015). Experience and Education. New York: Free Press.
Dewey, J., & Dewey, E. (1915). Schools of To-morrow. New York: E. P. Dutton & Company.
Greenwalt, K. A. (2016). Dewey on Teaching and Teacher Education. Encyclopedia of Educational Philosophy and Theory, 1-4. DOI: https://doi.org/10.1007/978-981-287-532-7_48-1.
Lowery, C. L., & Jenlink, P. M. (eds) (2019). The Handbook of Dewey’s Educational Theory and Practice. Leiden: Brill Sense.
Mangue, C. L. D., & Gonondo, J. (2019). An Analysis of John Dewey’s Conception of the School as a Special Environment of Formal Education: Its Relevance in this Era of Globalization. International Journal of Social Sciences and Education, 1(1), 11-15.
Pavlis, D., & Gkiosos, J. (2017). John Dewey, From Philosophy of Pragmatism to Progressive Education. Journal of Arts & Humanities, 6(9), 23-30. DOI: https://doi.org/10.18533/journal.v6i9.1257.
Pérez-Ibáñez, I. (2018). Dewey’s Thought on Education and Social Change. Journal of Thought, 52(3-4), 19-31.
Schecter, B. (2011). “Development as an Aim of Education”: A Reconsideration of Dewey’s Vision. Curriculum Inquiry, 41(2), 250-266. DOI: https://doi.org/10.1111/j.1467-873x.2011.00546.x.
Sharma, S., Devi, R., & Kumari, J. (2018). Pragmatism in Education. International Journal of Engineering Technology Science and Research 5(1), 1549-1554.
Synytsia, A. S. (2019). Anthropological Dimensions of Pragmatism and Perspectives of Socio-Humanitarian Redescription of Analytic Methodology. Anthropological Measurements of Philosophical Research, 16, 91-101. DOI: https://doi.org/doi.org/10.15802/ampr.v0i16.171534.
Webster, S. (2008). How a Deweyan science education further enables ethics education. Science & Education, 17(8-9), 903-919. DOI: https://doi.org/10.1007/s11191-006-9062-6.
Copyright (c) 2020 Andrii Synytsia
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.