This book talks of perhaps one of the greatest education experiments in the history of America. In 1894 John Dewey moved his position as Chairman of the Philosophy Department at the University of Michigan to assume the position as Chairman of the Department of Philosophy, Psychology, and Pedagogy at the University of Chicago. He would remain there until 1904, his departure prompted in great part by his dissatisfaction regarding his wife's treatment by the administration in her role of principal of the Laboratory School. At this time Dewey was anxious to translate his more abstract ideas into practical form and he saw the position at Chicago affording him a rare opportunity to do this.
The school itself was conceived by Dewey as having an organic functional relation to the theoretical curriculum. Just as Dewey was anxious to merge philosophy and psychology and to relate both of these disciplines to the theoretical study of education, similarly he saw the school as a laboratory for these studies analogous to the laboratory used in science courses. This effort to merge theory and practice is perhaps the major characteristic of Dewey's entire professional career. In the opening sentence of Dewey's remarks in his essay in this volume, "The Theory of the Chicago Experiment," we see the extent to which this problem preoccupied him: "The gap between educational theory and its execution in practice is always so wide that there naturally arises a doubt as to the value of any separate presentation of purely theoretical principles."
This book is an accurate and detailed account of one of the most interesting experiments ever undertaken in America. It provides the reader with the complexity of John Dewey's abstract philosophy experimentalism.
|Publisher:||Taylor & Francis|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 1.14(d)|
|Age Range:||16 Years|
About the Author
Katherine Camp Mayhew was an active leader in the development and administration of the Dewy School, taught at this school, and later gave a full account of the remarkable experiment that was the Dewey School that is enclosed in this book.
Anna Camp Edwards was an active leader in the development and administration of the Dewy School, taught at this school, and later gave a full account of the remarkable experiment that was the Dewey School that is enclosed in this book.
Table of Contents
Historical Development and Organization
General History 3
Experimental Basis of Curriculum 20
The Curriculum-Social Occupations
Experimental Practices Developing the Curriculum 39
Household Occupations 56
Social Occupations Serving the Household 74
Progress through Invention and Discovery 95
Progress through Exploration and Discovery 117
Local History 141
Colonial History and the Revolution 166
European Background of the Colonists 185
Experiments in Specialized Activities 200
Experiments in Specialized Activities 220
Experiments in Specialized Activities 237
Principles of Growth Guiding Selection of Activities 250
Educational Use Of Scientific Method
Experimental Activities Developing Scientific Method and Concepts 271
Experimental Activities Developing Origins and Backgrounds of Social Life 310
Experimental Activities Developing Skills in Communication and Expression 336
Teachers and School Organization 365
Parents and Children 397
Evaluation of Principles and Practices 413
The Evolution of Mr. Dewey's Principles of Education 445
The Theory of the Chicago Experiment 463
A List of Teachers and Assistants in the Laboratory School 479