A comparative analysis of the philosophies of John Dewey and the new British infant school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Martha Sue Sasser (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Mary Elizabeth Keister

Abstract: This analysis of the philosophies of John Dewey and the new British infant schools dealt briefly with the historical background of each and examined the influence of Dewey on the development of the new British infant schools. A more thorough comparison of the similarities of the respective philosophies was made in the areas of physical and intellectual development; the nature of knowledge and knowing; experience and learning; the curriculum; method and evaluation; and responsibility for improvements. The actual practice of the two philosophies was also compared. It was concluded that Dewey’s philosophy did indirectly influence the development of the philosophy of the new British infant school. Similarities were found in all areas, although difficulty of comparison occurred in some areas from the lack of explication of these areas by the new British infant schools. Similarities included: physical development as an enabling concomitant of mental development; an emphasis on doing and active learning; teacher responsibility for bringing child and content together in a framework of complete support by the educational system; the administrator's role as facilitator of each teacher's best teaching, bringing unity and coherence to the school's program; and the child's role as an active participant in both planning and learning.

Additional Information

Language: English
Date: 1975
Dewey, John, $d 1859-1952 $x Philosophy
Education $x Philosophy
Education $z Great Britain
Education $z United States

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