| Title | : | The School and Society/The Child and the Curriculum |
| Author | : | |
| Rating | : | |
| ISBN | : | 0226143961 |
| ISBN-10 | : | 9780226143965 |
| Language | : | English |
| Format Type | : | Paperback |
| Number of Pages | : | 252 |
| Publication | : | First published February 1, 1956 |
The School and Society/The Child and the Curriculum Reviews
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Worth the read if only because of how influential Dewey has been, but definitely a frustrating read. While he makes a lot of suggestions that are definitely good, particularly with regard to teaching hard science, he has a very particular philosophy running behind all his suggestions that he never fully explains. That wouldn’t necessarily be frustrating, but in his case I think the shady presentation was intentional. He hides behind nebulous terms like “social good”, and the few times his philosophy peaks through it points to ideas quite radical for the time. (Or maybe I should call them progressive) I got the sense he was trying to slip his philosophy to his audience on the sly, which makes it hard for me to respect him. On top of that, the bits of his philosophy that did come through reminded me of the N.I.C.E. in Lewis’ “That Hideous Strength”.
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This was really, really good and I would recommend it to anyone who teaches at any level. Some previous reader of the library copy had written 'YES!' in the margins next to all the best passages, and I very much agree. Also just leaving a note for myself to come back to the chapter about how the different phases of the educational system came into being, because I thought that was a VERY useful way of understanding why the different grade levels, including the university, don't seem to be good at communicating with each other (short version: they emerged at different points of history in different places, had different values, and were designed to serve different purposes). Also note to self to type up quotes from it before I return the library copy!
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كتاب جيد وأفكار مستنيرة ومتميزة, وفي نفس الوقت ترجمة ضحلة وتنم عن جهل لغوي وفقر فكري للمترجم (ألأذي يفترض فيه التخصص)
الكاتب (جون ديوي) صاحب البصمة الواضحة في تطوير التعليم , يناقش فكرة مهمة جدا وهي أن التعلم لا يجب أبدا أن يكون شيء معزول ومنفصل عن الحياة, وأن من الأسباب الرئيسية لمشاكل المدرسة وعدم محبة الطلبة لها هو إحساسهم أنهم يلعبون دورا مرسوما وغير واقعي ومفروض عليهم قسرا دون أن يدركوا الفائدة منه لأنهم لا يطبقون ما يتعلمونه في حياتهم اليومية, فصحيح أن التعليم يهدف ل"بناء المستقبل" إلا أنه لا يجب أبدا أن يغفل حاضر الطالب, وأن المتعلم الحالي اليوم هو بشر لابد من النظر له بعين الاهتمام وأن يكون له دور فاعل في مجتمعه يقوم من خلاله بالتعلم وهو يؤدي مهنة مفيدة ومناسبة له
ملاحظات كثيرة ترد على الذهن عند قراءة هذا الكتاب , أولها أنه قد نشر في حوالي 1915 وقد تزامن في نشره مع عدة ثورات علمية وتعليمية بخصوص التعامل مع الأطفال وتناول التعليم (مثل مونتسوري مثلا وغيرها من العلماء الذين طرحوا أفكارا لازالت تؤثر حتى الآن في التعليم)
بالرغم من هذه الطروحات التجديدية , لازالت المدارس -حتى المتقدم منها- في بداية الطريق بالنسبة للتجديد الحقيقي في نموذج المدرسة القديم, بالرغم من المجلدات التي كتبت ولازالت تكتب في الموضوع, وهو ما يخبرنا عن كم التصلب في نظم المدرسة وصعوبة تطويرها تطوير حقيقي وشامل
من الملاحظات الطريفة أيضا أن الكاتب يكتب في عام 1915 عن قضايا التعليم, بينماالترجمة السيئة بالعربية تصدر في 1978 ! وهو مؤشر على الفجوة الحضارية بيننا وبينهم في مجال التعليم , بالرغم أنه أهم المجالات وخاصة بالنسبة لأمة لا تمتلك التكنولوجيا ولا العلم ولا الأبحاث وبالتالي تحتاج لتعليم يعوضها عن كل هذا النقص.
يميل الكاتب للتدليل على صحة أفكاره بالاستشهاد بأحدث التقنيات في عصره -الطباعةالرخيصة والتليغراف (نظام البرقيات) - كوسائل تفرض تغيرا في التعلم وتناوله وطرق نشر المعرفة وغيرها من الآثار لوجود تكنولوجيا حديثة ... الطريف أنني قرأت كتابا كتبه أحد المجددين في التعليم (deschooling socient) تمت كتابته في السبعينيا, وكان الكاتب ينظر نفس النظره للاختراعات الحديثة كالتلفاز المنزلي الملون وأشرطة الفيديو, ثم تجد الكتاب الحاليين يميلون للتدليل على أفكارهم بالدعوة لاستخدام الحاسوبات والانترنت ومواقع التواصل الاجتماعي ... وكأن الأفكار والطفرات في التعليم مرتبطة ارتباطا وثيقا بالقفزات العلمية والمخترعات الحديثة, التي تفتح الباب لمن يدعون للتخلي عن الأفكار البالية القديمة لوجود وسائل تسمح بتطبيق أفكار جديدة ومختلفة. ومن المثير للاهتمام متابعة هذا التطور والعلاقة بين وجود مخترعات جديدة وبين مناداة التطويريين في التعليم بتطوير التعليم ليستخدم هذه الاختراعات :)
الخلاصة الأفكار جيدة ورؤية الكاتب (بالرغم من قدم الكتاب) مازالت مفيدة وخصوصا للدول المتأخرة تعليميا, ولكن الترجمة في غاية السوء ويفضل الاطلاع على النص الأصلي -
Who, since Dewey, has thought about the foundations of American schooling as deeply? What is the purpose of school? To learn how to pass a test, or to learn how to interact in a socially and culturally dynamic world? One hundred years old, and still relevant.
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الكتاب فيه أفكار جيدة جدا ولكن التقييم على الترجمة ، بشعة ّ!
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brilliant! a must-read for any teacher
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In this book Dewey applies his philosophy of "How We Think" (A worthwhile, if hard read) to the classroom. While his theory is solid, his application is rather poor.
Dewey wants students to connect what they are learning to their everyday lives, which is a great goal. But the way he seeks to accomplish this will hurt students, especially struggling students. -
Although written at the turn of the century, there are a lot of great (and practical) ideas about education in here. Anticipate that some of it will be ���dated,��� but also that you���ll wonder why the insights here are not employed more often in modern teaching and administration.
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I really enjoyed reading this book. I strongly believe in Progressivism and believe that more hands on learning needs to be incorporated into the modern classroom. John Dewey's ideas are very sound and should be explored in depth once again.
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"The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard. To the growth of the child all studies are subservient; they are instruments valued as they serve the needs of growth. Personality, character, is more than subject-matter. Not knowledge or information, but self-realization, is the goal." ⠀
-John Dewey, The School and Society and The Child and the Curriculum⠀
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Here are four questions this book tries to answer or at least bring up for interpretation. ⠀
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1. What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life—instead of having the school a place where the child comes solely to learn certain lessons?⠀
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2. What can be done in the way of introducing subject-matter in history and science and art, that shall have a positive value and real significance in the child's own life; that shall represent, even to the youngest children, something worthy of attainment in skill or knowledge; as much so to the little pupil as are the studies of the high-school or college student to him?⠀
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3. How can instruction in these formal, symbolic branches—the mastering of the ability to read, write, and use figures intelligently—be carried on with everyday experience and occupation as their background and in definite relations to other studies of more inherent content, and be carried on in such a way that the child shall feel their necessity through their connection with subjects which appeal to him on their own account?⠀
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4. Individual attention. This is secured by small groupings—eight or ten in a class—and a large number of teachers supervising systematically the intellectual needs and attainments and physical well-being and growth of the child.⠀
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My thoughts on the book.⠀
There were many valid points brought up that are still relevant today. However, the examples were outdated as this book was published in 1899 therefore it was harder to see his principles being applied in 2021. Other than sifting through the outdated examples, it is a solid book about education and child development. -
Según Dewey, el problema central de los métodos educativos convencionales es la pasividad que engendran en los alumnos. Las escuelas son tratadas como espacios para escuchar y absorber,
pero nunca se prioriza el análisis, la indagación y la resolución de problemas. Cuando se espera de los alumnos que sean oyentes pasivos no sólo se impide que desarrollen sus facultades críticas, sino que posiblemente se las debilita: “ El niño se aproxima al libro sin sentir hambre intelectual, sus sentidos no se encuentran en estado de alerta ni adopta una posición inquisitiva. El resultado de todo esto es deplorablemente común: la dependencia abyecta con respecto a los libros es tal que debilita y paraliza el vigor del pensamiento y la curiosidad”. Tal grado de sometimiento, que en sí mismo es negativo para la vida en general, resulta fatal para la democracia, ya que ésta no puede sobrevivir si sus ciudadanos no son seres activos en estado de alerta. En lugar de limitarse a
escuchar, el niño debe mantenerse siempre en actividad: descubrir cosas, reflexionar sobre ellas y hacer preguntas. Dewey deseaba entonces “el cambio de una energía más o menos pasiva e inertemente receptora a otra bulliciosamente desplegada”.
Sin fines de lucro pág.96-97 -
It's kind of repetitive but it's also a bolt of lightning, especially in these times. Our society instrumentalizes kids and what they learn and if they don't submit finds things wrong in them. There's so much to learn from how kids learn and Dewey reminds people who work with kids to find those things every day.
Jackson helpfully reminds us that Dewey was teaching the sons and daughters of U. Chicago professors or general Progressives who lived around the area and charged somewhat high tuition, so the Lab school is correctly identified as kind of a self-selecting bubble and its accomplishments could have as much to do with the families around the school and U. Chicago's efforts to keep profs living in Hyde Park as it does with the methods of the school. He also reminds us that Dewey was super vague about his psychological principles and pedagogy and that the school no longer practices "constructivism," if it ever did.
Still. Still. If every school was a part of a society rather than apart from it, if every school put the child in the center of the curriculum and gave her maps to use to find her way to meaning in whatever she did, if every school was well-resourced enough for field trips and work shops and textile labs and 10:1 student to faculty ratios, well...
we wouldn't be prioritizing reopening schools below reopening bars in the U.S. during Covid, would we? -
"...simply studying lessons out of a book is only another kind of listening; it marks the dependency of one mind upon another."
Reading is "harmful as a substitute for experience", and "all-important in interpreting and expanding experience".
" To see the outcome is to know in what direction the present experience is moving, provided it move normally and soundly. The far-away point, which is of no significance to us simply as far away, becomes of huge importance the moment we take it as defining a present direction of movement. Taken in this way it is no remote and distant result, but a guiding method in dealing with the present."
"To find satisfaction in its own exercise is the normal law of mind, and if large and meaningful business for the mind be denied, it tries to content itself with the formal movements that remain to it, and to often succeeds.."
"...oppositions are rarely carried out to there logical conclusion. Common-sense recoils at the extreme character of these results. They are left to theorists, while common-sense vibrates back and forward in a maze of inconsistent compromise."
He certainly knew how to express his ideas. A bit idealistic though. -
Dewey was a great nineteenth and twentieth century educational innovator whose ideas are only starting to be picked up by mainstream education today. As an educator working in the constricting, testing dominated world that is present day American public education, reading Dewey is a breath of fresh air. I think many of his ideas are inaccessible to the average public school--they require more money and time to implement than many American public schools have on hand to freely use. That said, I also think many of his ideas can be easily modified and brought into present day classrooms with appropriate support from admin and the surrounding communities. He verges on the overly idealistic at times, which is why I'm only giving this four stars. However, I also believe his basic idea of a child-centered, growth oriented, inter disciplinary school and curriculum are essential for American educators to consider as we look towards the future of public education.
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كتاب قديم (1915) للمفكر والفيلسوف التربوي المعروف جون ديوي يتحدث فيه عن دور المدرسة في المجتمع، فالمدرسة لها دورها في التقدم الاجتماعي، ولها دورها في تطوير حياة الطفل إذا أديرت العملية التربوية وخطط لها بطريقة صحيحة تعتمد علي الجانب العملي النفعي الذي يكسب الطفل المهارات العملية التي تفيده في حياته العملية.
الفيلسوف التربوي جون ديوي مشهور جدا بفلسفته البراجماتية النفعية التي تقوم عليها النظم التربوية الأمريكية التي طرحت الفلسفات النظرية جانبا و ركزت اهتمامها بالفلسفة العملية النفعية وخير من عبر عنها وقادها لهذا الاتجاه هو جون ديوي.
الكتاب منقول للغة العربية بعد صدوره بأكثر من خمسين سنة وهذا التأخير في الترجمة يوضح بجلاء مدي أهمية تطوير شئون التربية والتعليم في بلادنا حيث تحتل مؤخرة الاهتمامات اليومية للمواطن العادي والحكومات في نفس الوقت. -
The battle between the Ancients and the moderns in education is began in 1900 by John Dewey in this book. You can forgive Dewey for having such a positive almost naive vision of the fresh century. The hard Sciences had made such progress, and the social sciences -- psychology, sociology, economics, political science, education -- would soon get rid of all poverty, corruption, crime, and war.
The new moderns who want to get rid of content for "critical thinking" have no such excuse. -
I was concerned about the "laboratory" school at the University of Chicago, but it quickly went downhill with his thought of the U.S. being a democracy and his socialism. Regardless, I don't think children should be used for experimentation.
It seemed his thoughts were in conflict with reality and it was dead in the water from the beginning running a deficit.
I'm sorry I wasted money on this book. -
Quick read. Good sentiments. A call to arms for a new transformation of the education system to benefit the whole child post-Industrial Revolution influence on education. Way too wordy and intellectual sounding for my personal taste. However, given the time period…
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I am totally counting this one because I read the entire thing in one day for an assignment. It needs to count for my reading challenge. lol...
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4.5*
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Dewey is not an easy read, though this is more accessible and concrete than some of his other works.
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A little hard to understand at times, but still relevant 100+ years later.
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3.5 - Dewey's perspective on child centered pedagogy and philosophy pf education which is focused primarily on experiential learning and student interest
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Interesting read for anyone but especially for educators.
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Even though Dewey was writing about affluent white kids when he wrote this, I think it’s applicable to all kids today. Interesting even though it can be dry at times.
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Clearly not Dewey's most insightful book on education, but it served its purpose in my Philosophy and Education class. I gave my students the chapter from Logic of Inquiry that deals with the idea of inquiry itself, arising from necessity and doubt, in order to clarify the connections between doing, knowing, and learning. Dewey is always dissatisfying to me.
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Short book consisting of two lectures. The second is much shorter than the first.
Most interesting though was the introduction by Phillip Jackson, which raises the question why is the work of Dewey not used / employed (especially after the Laboratory School)? -
One of only a handful of books I was forced to read in college that actually made sufficient impression on me such that I still remember it today. Truly a landmark in the library of literature examining the philosophical foundations of education in America. No, I'm not kidding!
