John Dewey (1859-1952) is sometimes referred to as the father of American education. I think of him as the Einstein of teaching and learning processes.At a time when education was characterized by rote memorization, a fixed curriculum, and teacher-centeredness, Dewey advocated experiential learning, problem-solving, critical thinking, and real-life learning experiences.
Quotes that are associated with him include these: "Education is not preparation for life but life itself," "We do not learn from experience... we learn from reflecting on experience," and "A problem well put is half solved."
This blog will survey key principles of John Dewey, share insights regarding Dewey’s contributions to Christian education, and summarize one of his books (How We Think).
Dewey’s Key Principles and How They Relate to Christian Education
Dewey’s contributions are many. Following are five of his key concepts (collaboration, experience, problem-solving, reflection, and student-centeredness), a brief explanation of each, and their application to Christian education.
Dewey viewed learning as a social process. He believed that students learn best by interacting with others through methods such as discussion, group projects, and peer teaching. Social learning allows students to share ideas and learn from one another.
Christians are created to be in community with one another. The church is described in the Bible as a “body” with members functioning in harmony with one another according to their unique gifts and abilities. Thinking about collaboration reminds me of 1 Corinthians 12:27: “You are the body of Christ. Each of you is a part of it.”
Experience
Learning is through continuous real-life, hands-on experiences and is enhanced by reflecting on, interpreting, and applying these experiences. Guided learning experiences allow students to make connections between new knowledge and what they already know. Field trips, service projects, internships, simulations, and other hands-on activities are examples of experiential learning.
From a Christian education perspective, learning should involve more than memorizing Bible verses or theological concepts. Christian education ought to involve participation in spiritual practices and activities that relate to the faith-life experiences of students. James 1:22 refers to being experientially involved with Scripture: “Be doers of the word and not hearers only.”
Problem-solving
Learning is most effective when students are mentally active. This level of activity is likely to occur when participants are given problems to solve. Problem-solving typically requires critical and creative thinking, as well as reaching constructive conclusions. Teaching methods include case studies, learning games, collaborative projects, flipped classrooms, and role-playing.
Christian educators can create real-life scenarios that involve making value judgments, resolving moral dilemmas, and responding to ethical situations. When I think about problem-solving, Micah 6:8 comes to mind: “Act justly and love mercy and walk humbly with your God.”
Reflection
Participants learn not just by the accumulation of information, but by interpreting facts and experiences in relation to their lives. Reflection allows learners to grow through experiences by identifying and analyzing facts and considering the implications of these for their lives. Educational methods that encourage reflection include open-ended questions, dialogue, journaling, group discussion, and case study debriefing activities.
Christian educators can encourage reflective thinking by encouraging students to evaluate themselves and the world through the light of Scripture. This could include practicing spiritual disciplines, having times for biblical meditation, and examining themselves in relation to the world. In Philippians 4:4-9, Paul writes, “Think about these things.”
Student-centeredness
Dewey advocated a student-centered approach to education. By this, he meant that the curriculum and teaching methods should consider the interests, needs, and abilities of students. Education should be relevant to students' lives, and teachers should facilitate learning experiences rather than just imparting knowledge. Students should be active participants in their own learning. This may be demonstrated through shared planning, flexible seating, respecting learner feedback, providing students with choices, and creating a cooperative learning environment.
Christian teachers look for ways to love, respect, and serve their students. The life and teachings of Jesus provide many examples of focusing outside of ourselves. These include the Parable of the Good Samaritan, washing the feet of the disciples, and the Sermon on the Mount. A specific passage about serving others is in Matthew 20:26-28: “…whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave.”
An Example of Dewey’s Writing: Book Summary: How We Think
aspects of education. To provide an example of Dewey’s understanding of the learning process, we will look at a summary of the process of inquiry. There are five steps according to Dewey: perception of a problem, analysis of the problem, hypothesis formation, testing of hypotheses, and drawing conclusions.
1. Perception of a problem: The first step is to recognize that there is a problem to be solved. This may be triggered by a conflict, a discrepancy, or a difficulty.
2. Analysis of the problem: The next step is to gather information and data about the problem. This may involve observation, research, or interviews.
3. Hypothesis formation: Once the problem has been analyzed, the next step is to generate possible solutions. These solutions are called hypotheses.
4. Testing of hypotheses: The next step is to test the hypotheses to see if they are valid. This may involve experimentation, observation, or further research.
5. Drawing conclusions: The final step is to draw conclusions about the problem. This may involve accepting or rejecting the hypotheses, or modifying them.
Dewey believed that thinking is a skill that can be learned and that it is essential for success in learning and in life. In the book, he provides a number of exercises and activities that can be used to help students develop their thinking skills.
This blog has summarized many of John Dewey's significant contributions to education, particularly five key principles: collaboration, experience, problem-solving, reflection, and student-centeredness. Many of these principles align with Christian education values, emphasizing the importance of community, hands-on learning, problem-solving, reflective thinking, and adapting education to students' interests and needs. The presentation also provided a summary of Dewey's book How We Think, outlining the five steps of the inquiry process that he believed were fundamental to effective learning and problem-solving. Overall, Dewey's ideas continue to have a profound impact on education, encouraging a student-centered approach that promotes active, engaged, and meaningful learning experiences.
Resources
Some of John Dewey’s most notable books include the following.
The School and Society (1899) https://amzn.to/3r5RUN6
How We Think (1910) https://amzn.to/3EGwOaZ
Democracy and Education (1916) https://amzn.to/3PEGwA3
Art as Experience (1934) https://amzn.to/44VQNgL
Experience and Education (1938) https://amzn.to/3Pn0fno
End Notes
Criticisms of Dewey’s Approach
John Dewey's philosophy has received criticism from various perspectives, including from Christian educators and theologians. Some common criticisms are: 1) Dewey wrote from a secular and relativistic point of view, 2) he did not acknowledge the spiritual or moral areas of life, 3) he did not respect approaches that are grounded in absolute truth or unchangeable doctrines, and 4) his writing lacked a moral framework. With sensitivity to the value of these criticisms, the greater amount of literature from Christian educators suggests that many of Dewey’s ideas should be integrated into Christian education, especially in areas such as experiential learning and reflective thinking.
Supplementary online resources that may have been consulted include ChatGPT, Google Search, Google Bard, Bing, and Wikipedia
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