I think Dewey would have approved of some aspects of the Brooklyn Free School but would also have some recommendations for improvement. He probably would approve of the the way all the students interact through the meeting mechanism. The experience of having to work with others and gain social experience was one of the things Dewey felt was necessary for the foundation of learning. He specifically mentions the importance of a student community and the idea of student guided discipline. The way students call meetings to come up with rules and recognize the needs of others widens the individuals understanding of a bigger, societal existence. Dewey would also approve of the fact that the students pursue their academic interests.
While the freedoms that lead to experience the aspects of the school that Dewey would like, they also lead to the problems he wouldn't approve of. He felt that students needed the guidance of a teacher that can guide them and determine the individual child's needs. As far as I could tell from the podcast, the Brooklyn Free School teachers are hardly an influence. Admittedly they may play a bigger role than I thought. In Dewey's opinion, the teacher was to help control the experience and help the child make sense of the experience. While the students freedom to follow their interests is important to Dewey, without guidance the school runs the risk, in Dewey's words, of "humoring the interest." Again this is where a teacher is supposed to analyze the child's interest to determine what aspect of the child it represents so that activities will reach the child on a deep level as opposed to the fickle interests. So while Dewey would approve of some aspects, I'm sure he'd have some issues with it.
Dewey probably would have liked the basic idea behind the Brooklyn free school, which emphasizes learning that can be applied to the real world. Both theories have its foundation in social structure, and being able to function as a citizen of the world. Although both ideas have similar structure, I believe that Dewey would have doubted that these children really had this much free will and opportunities to solve problems in the real world. Dewey saw learning as a gradual process that shouldn’t be hurried, and he wanted the children to base their values on their functions and consequences. The children in the Brooklyn free school surely do learn the consequences and functions of a certain value or behavior, but I do not believe that they receive neither the guidance nor the gradual learning process that Dewey would have preferred.
Dewey would most likely be in support for the Brooklyn Free School in far as, what Thomas already mentioned, the teachers for being too passive in the process. Although the clip didn't expose how much influence the teacher actually had, it appeared to be just as much as everyone else-one vote. Though having a truly democratic system in place works for the BFS, it does not leave much room for teachers to share their experiences/wisdom with their students.
Despite teachers not having a great deal of guidance for their students, Dewey would be in full support of the "curriculum." Having no assigned grade levels falls under his belief that "the progress is not in the succession of studies, but in the development of new attitudes towards, and new interests in, experience."
Based on what I absorbed from the podcast and Dewey's works, I believe he would have reacted positively to the Brooklyn Free School. Over and over, Dewey mentions the importance of education as a social tool that should focus on social life. This idea allows the children to grow to form better to current life issues as opposed to preparing them for a potential future world. He also puts a lot of effort into letting the student learn through their interactions. The BFS is a clear example of how students can learn and grow through social interactions. Students are able to convey their opinions and interests to better the group as a whole, as opposed to today's schools that highlight the individual. I believed Dewey would have approved of the role of the teacher in the BFS. As Dewey prefers, at the BFS the teacher's role seems to be to maintain social order. They do not seem to interfere with the ideas and social interests (and education) of the students. The fact that the students could vote on any matter at any time of the day shows the importance of the BFS belief in the ideologies similar to Dewey's. Thus, I believe Dewey would have really liked the BFS. The level of social interaction directed solely by the students, the roles of the teachers, and the influence of the students on their education all seem to follow Dewey's ideas.
Well I was not in class on Thursday,so I did not get to watch the Podcast, however I youtube "Brooklyn Free School" and I believe it’s probably close to what was shown in class.
I believe that Dewey would have agreed with certain aspects of the BFS. Dewey would have liked the fact that students participate in something called "Democratic Meeting" because he believed that education comes from stimulating the "child's powers by the demands of the social situations" which essential is what the meeting are for. The child would choose policy and rules that they want put in placed base on what they want to learn. In these meetings, everyone who attends the school would have to be there and engage and make decision off of what’s good for the whole group. Also with BFS there is no grade that a child is in so no matter what your age is you can be in any class with whomever you like which Dewey also believe that should play a role in education. Dewey felt that children should feel united with whoever is in there group and through their actions as one , children become more sociable. Dewey really focus on how social interaction is a key to education. With the help of others, you would be able to receive a good education. At BFS, that was there motto, so to speak, they wanted children engaging with one another to help educate one another. This also correlates with Dewey aspect of a community environment in education. Since at BFS, children pursue their own interest, Dewey would approve of that too. He believed that you should be able to determine what type/kind of education you should receive. I also agree that when you’re interested in a certain subject you will excel better in it than a subject you’re not too fond of.
As far of what Dewey might not have approves of is the fact that at BFS, teachers really don't do much guidance, everything is student lead. Also Dewey talked about the arts and sciences as being important but in the clip I watched on Youtube, there was no big emphasize on science. The children engage in activities such as singing and circus activities and they played games that deal with whatever subject they were learning such as numbers. They did learn about psychology and sociology, however it was not something that was mandatory for you to learn.
Ok, I am slow... I listen to the Podcast, I didnt know where it was til I receive the email after I wrote my posting, so forget my youtube disclaimer... however youtube and the podcast was almost the same so I don't change anything I said =)
My belief about Dewey and the Brooklyn free school is similar to everyone elses. The foundation of the Brooklyn free school is something that would have caught his attention. Dewey explains how education should be about life experiences and applying one's social status to the content of learning. Dewey looks at education as "the primary and most effective instrument of social progress and reform". As a result, children become the leaders of their destiny, not only in the real world, but in the classroom. One thing j believe Dewey would really agree with is that the meetings are very life like. On the playgrounds and during recess, kids have to figure out rules and work together on projects. Holding meetings gives children a sense of leadership and recognition which is something that society values. However, I do think Dewey would agree to a more organizational process. The Brooklyn Free cool seemed very all over the place with calling various meetings without any conclusions drawn. Similar to what mini said Dewey embraced education as a process. So without resolutions how can children evaluate their process or move from one milestone to the next without closing the previous chapter?
To me, Dewey would have thrown his full support behind the ideas of the BFS. His biggest concern was that school be treated as a community. By allowing students and teachers to interact and determine what would be “taught” they can focus their interests and students can grow because they aren’t forced into the molds that the traditional school system says they should be in. Programs like this also empower the students attending them. By leaving control in their hands, it shows a high level of faith and trust in students’ abilities. As was mentioned in the podcast one of the teachers worried about the repealing of “no screens week” because the students might abuse the privilege, but when asked about it later, no one had been abusing it. I don’t feel like this would be possible at a “traditional” school because the students feel the need to break out in any way that they can. Because trust is given to the students, even the youngest students are able to participate and grow in ways that may not be possible elsewhere. Teachers can guide the students but since there is no set curriculum, they are more able to foster the growth of students as well adapted individuals who are not only involved, but deeply invested in the success of their education on a personal level.
I feel like Dewey would have liked this set-up more than the traditional school, but would be happiest with something in between. He would have supported the idea that the school focuses on the social aspects and builds a community. It prepares student for life by working on vocal expression, taking turns (in a meeting setting), following procedure (meeting procedure), having to live with decisions that may not be what you wanted, voicing concern where necessary, sitting through boring meetings, engaging in the community and ultimately building a social conscious. I think, as I believe Dewey would, that the school, at least as the podcast presents, is not academically focused enough. Dewey believes in building life skills and developing a moral conscious, but that academics should be taught through that lens work, not academics should be completely dissolved. Dewey believes in a school that allowed for moral and individual growth, but also one that encompassed a teacher guide. In Dewey’s model the teachers would decide when the students are ready for the next task and then guide them. I feel like the Brooklyn Free School completely abandons that and allows the student to completely decide. I think that Dewey would believe that a teacher has more wisdom than the students and can realize better than a student when that student is ready for a new challenge. It would be then that he would say that the child should navigate from there. There should be boundaries, but they should allow for the student to figure out for themselves what is right. Dewey believed in school as a mode of social change and that students should be taught in a way to better society that still includes learning history, literature, language, writing, and science. I think that Dewey would have supported Brooklyn Free School only in the social aspect. The other half of his thoughts included school in the traditional sense of teaching English, math, science, history etc.
I am more than positive, like everyone else, that Dewey would be very supportive of this school. I tried to look up more information on the Brooklyn Free School, and what I found out about the school seems to align very closely with what Dewey imagined school to be, especially in regards to the social aspect of it. In "My Pedagogic Creed", Dewey seems to argue against every aspect of the school system we have today. The Brooklyn Free School and its participants also seem to argue against the normal school system. Free Schools themselves arose from the ideology of Dewey-like thinkers.
Dewey seemed to oppose the idea of standard subjects very much. He thought they were useless without attending to the social aspect of life. In the Brooklyn Free School, the children and the teachers decided what would be taught, who would teach it, and how it would be taught. One article I read from the NY Times said that Alan Berger, the founder of the school, even taught a class on cheese-tasting and that the students learned some geography and chemistry along the way. It surprised me how close this style was to the illustration given in "The School and Social Progress" of sewing and weaving. The students could learn more than just the action of sewing. They could also learn the history behind it, the process of it, and the business of it. I don't care much for the ideas of the Brooklyn Free School, but I did like the idea of taking something that isn't a traditional subject and getting a lot of education out of it. It sparks curiosity and thinking.
What I was a little confused about was one aspect of Dewey's opinion on the purpose of school. He believed that education was not a preparation for future living, but at least he understood the reason behind that method. He believed that school was more of a process than a means to achieve and end. This belief aligns with the Brooklyn Free School method of letting the kids call the shots and do what they want. But, it still doesn't answer my question. What will the kids do when they're done with school? It seems like the kids are raised to do what they think is best with their time, but we soon realize as adults that we can't all do what we want in life. There has to be technical education, through which people become accountants, doctors, scientists, etc. in order to continue living, otherwise we'll go back into the dark ages.
As already discussed, I believe that Dewey would have supported the idea of the Brooklyn Free School. Dewey understand that education was much more than the attainment of knowledge, learning in a vacuum. Education is part of socialization, and thus is necessary to teach students how to take part on society, but more than that, to improve society. This process allows a child to grow according to his abilities and to utilize knowledge in a way that is positive and useful to himself/herself and society. The BFS applies these principles by making the student an integral part in the school's society and his/her own educational process.
I like the principles that are behind the BFS, but I wonder how effective this will be in the future. I feel that the teachers need to be more than some distant guiding influence, because have active and involved teachers is one of the great joys of education. Dewey understood that while children need to be an active force in their own education, teachers are the mentors that will hone their burgeoning capabilities and steer them down their natural paths, not as an imposing force, but as a source of wisdom that these children have not yet been able to acquire. Teachers are necessary not only in the gaining of knowledge, but social education, learning boundaries and ethical standards. Without that, the BFS would not reach Dewey's educational ideal.
I think Dewey would have loved the Brooklyn Free School. It is a direct reflection of his philosophy on education. The Free School focuses on living as learning and creating a democracy within the school to mimic the community. This is just how Dewey wished for education to be; focusing on the psychological side of the child and connecting their education through it. He believed, as the Brooklyn Free School does, that education is a process of living not a preparation for future living. He thinks by enabling the child to learn at their own pace through active and "life-focused" ways that they will gradually learn the deeper, more "educational" meaning of them. The Free School is run by the students, they determine the pace and material that they will concentrate on which is chiefly guided by their own personal interests. Dewey believed that the teacher's role should not be to impose certain ideas or view points on the child but to assist them by encouraging the child's unique habits. He also had a very strong opinion on the importance of the encouraging, allowing and utilizing the child's interests to further their education. That is the whole basis of the Brooklyn Free School. The students follow their personal interests and create their own projects and activities based on this interest. In doing so they learn the traditional fundamentals of education but in a much stronger and lasting way because of its correlation to their personal lives.
I think that Dewey would have been immensely supportive of the Free School insofar as it enabled students to pursue what they were passionate about and learned plenty about the world around them. By interacting democratically with their classmates, the students in the Free School model will obviously learn diplomacy and compromise.
However, aspects of the Free School model like being at the mercy of All School Meetings may nit have played as directly into Dewey's interpretation. He understood that teachers needed to guide students and impart social experience, so the concept of students dictating everything may have made Dewey wary in the sense that he may have felt that the purposes of imparting knowledge may have been lost if students are allowed to participate such irresponsable activities as playing video games instead of participating in class. This aspect does not seem in keeping with Dewey's desire to enable students to work toward the social good.
In Dewey's vision of education, he emphasizes growth of the individual within a larger realm of social consciousness. I think he would see the Brooklyn Free School as an environment where these two things could be possible. As students participate in democratic meetings and make decisions as a group of equals, I think he would believe this falls in line with his belief that school is, at its most basic, a social community. I think he would have respected that children's discipline comes from the children themselves, not from the teachers. As the children learn how to use their voice as a tool in a democratic and social environment, I think Dewey would believe they are on the right track toward using full and ready use of all their capacities.
On the other hand, I'm not sure if Dewey would agree with the lack of structure to the school. He pointed out that children should learn about many subjects, not one. Children at the Free School can study whatever they want to study, and it seemed that this could be one thing or many things. Secondly, from the clip, it was shown that children have the freedom to talk about their feelings as a group. It was okay for students to speak up about their emotions and demand a change within the school is their feelings were hurt. Dewey seemed to believe that too many emotions would lessen the quality of learning and that "stimulating emotion from a child apart from the corresponding activities is to introduce an unhealthy state of mind." Dewey probably would have approved the meeting about name calling, but would have required the children to come up with a punishment, not simply talk about how they feel when they are called a name.
Dewey would have probably thought there was too much freedom in the Brooklyn Free School. Dewey thought children should be active participants in their knowledge but did not see children as having no guidance. Guidance is not a bad thing, control is. Children should be able to participate in events in their school and learning should be creative and experiential but at the Brooklyn Free School there seemed to be less learning and more play. The Brooklyn Free School may not meet Dewey's expectations because the quality of teaching seemed to suffer when the Children were running the school. I think that anything like the Brooklyn Free School depends on how many students attend the school, what type of school it is, quality of teachers, etc. Dewey valued knowledge that included interpersonal skills but did not think that interpersonal skills could in any way replace knowledge.
I think Dewey would have approved of some aspects of the Brooklyn Free School but would also have some recommendations for improvement. He probably would approve of the the way all the students interact through the meeting mechanism. The experience of having to work with others and gain social experience was one of the things Dewey felt was necessary for the foundation of learning. He specifically mentions the importance of a student community and the idea of student guided discipline. The way students call meetings to come up with rules and recognize the needs of others widens the individuals understanding of a bigger, societal existence. Dewey would also approve of the fact that the students pursue their academic interests.
ReplyDeleteWhile the freedoms that lead to experience the aspects of the school that Dewey would like, they also lead to the problems he wouldn't approve of. He felt that students needed the guidance of a teacher that can guide them and determine the individual child's needs. As far as I could tell from the podcast, the Brooklyn Free School teachers are hardly an influence. Admittedly they may play a bigger role than I thought. In Dewey's opinion, the teacher was to help control the experience and help the child make sense of the experience. While the students freedom to follow their interests is important to Dewey, without guidance the school runs the risk, in Dewey's words, of "humoring the interest." Again this is where a teacher is supposed to analyze the child's interest to determine what aspect of the child it represents so that activities will reach the child on a deep level as opposed to the fickle interests. So while Dewey would approve of some aspects, I'm sure he'd have some issues with it.
Dewey probably would have liked the basic idea behind the Brooklyn free school, which emphasizes learning that can be applied to the real world. Both theories have its foundation in social structure, and being able to function as a citizen of the world. Although both ideas have similar structure, I believe that Dewey would have doubted that these children really had this much free will and opportunities to solve problems in the real world. Dewey saw learning as a gradual process that shouldn’t be hurried, and he wanted the children to base their values on their functions and consequences. The children in the Brooklyn free school surely do learn the consequences and functions of a certain value or behavior, but I do not believe that they receive neither the guidance nor the gradual learning process that Dewey would have preferred.
ReplyDeleteDewey would most likely be in support for the Brooklyn Free School in far as, what Thomas already mentioned, the teachers for being too passive in the process. Although the clip didn't expose how much influence the teacher actually had, it appeared to be just as much as everyone else-one vote. Though having a truly democratic system in place works for the BFS, it does not leave much room for teachers to share their experiences/wisdom with their students.
ReplyDeleteDespite teachers not having a great deal of guidance for their students, Dewey would be in full support of the "curriculum." Having no assigned grade levels falls under his belief that "the progress is not in the succession of studies, but in the development of new attitudes towards, and new interests in, experience."
Based on what I absorbed from the podcast and Dewey's works, I believe he would have reacted positively to the Brooklyn Free School. Over and over, Dewey mentions the importance of education as a social tool that should focus on social life. This idea allows the children to grow to form better to current life issues as opposed to preparing them for a potential future world. He also puts a lot of effort into letting the student learn through their interactions. The BFS is a clear example of how students can learn and grow through social interactions. Students are able to convey their opinions and interests to better the group as a whole, as opposed to today's schools that highlight the individual. I believed Dewey would have approved of the role of the teacher in the BFS. As Dewey prefers, at the BFS the teacher's role seems to be to maintain social order. They do not seem to interfere with the ideas and social interests (and education) of the students. The fact that the students could vote on any matter at any time of the day shows the importance of the BFS belief in the ideologies similar to Dewey's.
ReplyDeleteThus, I believe Dewey would have really liked the BFS. The level of social interaction directed solely by the students, the roles of the teachers, and the influence of the students on their education all seem to follow Dewey's ideas.
Well I was not in class on Thursday,so I did not get to watch the Podcast, however I youtube "Brooklyn Free School" and I believe it’s probably close to what was shown in class.
ReplyDeleteI believe that Dewey would have agreed with certain aspects of the BFS. Dewey would have liked the fact that students participate in something called "Democratic Meeting" because he believed that education comes from stimulating the "child's powers by the demands of the social situations" which essential is what the meeting are for. The child would choose policy and rules that they want put in placed base on what they want to learn. In these meetings, everyone who attends the school would have to be there and engage and make decision off of what’s good for the whole group. Also with BFS there is no grade that a child is in so no matter what your age is you can be in any class with whomever you like which Dewey also believe that should play a role in education. Dewey felt that children should feel united with whoever is in there group and through their actions as one , children become more sociable. Dewey really focus on how social interaction is a key to education. With the help of others, you would be able to receive a good education. At BFS, that was there motto, so to speak, they wanted children engaging with one another to help educate one another. This also correlates with Dewey aspect of a community environment in education. Since at BFS, children pursue their own interest, Dewey would approve of that too. He believed that you should be able to determine what type/kind of education you should receive. I also agree that when you’re interested in a certain subject you will excel better in it than a subject you’re not too fond of.
As far of what Dewey might not have approves of is the fact that at BFS, teachers really don't do much guidance, everything is student lead. Also Dewey talked about the arts and sciences as being important but in the clip I watched on Youtube, there was no big emphasize on science. The children engage in activities such as singing and circus activities and they played games that deal with whatever subject they were learning such as numbers. They did learn about psychology and sociology, however it was not something that was mandatory for you to learn.
*BFS= Brooklyn Free School
http://www.youtube.com/watch?v=igobUY5yG9I
Ok, I am slow... I listen to the Podcast, I didnt know where it was til I receive the email after I wrote my posting, so forget my youtube disclaimer... however youtube and the podcast was almost the same so I don't change anything I said =)
ReplyDeleteAlexis Green said ....
ReplyDeleteMy belief about Dewey and the Brooklyn free school is similar to everyone elses. The foundation of the Brooklyn free school is something that would have caught his attention. Dewey explains how education should be about life experiences and applying one's social status to the content of learning. Dewey looks at education as "the primary and most effective instrument of social progress and reform". As a result, children become the leaders of their destiny, not only in the real world, but in the classroom. One thing j believe Dewey would really agree with is that the meetings are very life like. On the playgrounds and during recess, kids have to figure out rules and work together on projects. Holding meetings gives children a sense of leadership and recognition which is something that society values. However, I do think Dewey would agree to a more organizational process. The Brooklyn Free cool seemed very all over the place with calling various meetings without any conclusions drawn. Similar to what mini said Dewey embraced education as a process. So without resolutions how can children evaluate their process or move from one milestone to the next without closing the previous chapter?
To me, Dewey would have thrown his full support behind the ideas of the BFS. His biggest concern was that school be treated as a community. By allowing students and teachers to interact and determine what would be “taught” they can focus their interests and students can grow because they aren’t forced into the molds that the traditional school system says they should be in. Programs like this also empower the students attending them. By leaving control in their hands, it shows a high level of faith and trust in students’ abilities. As was mentioned in the podcast one of the teachers worried about the repealing of “no screens week” because the students might abuse the privilege, but when asked about it later, no one had been abusing it. I don’t feel like this would be possible at a “traditional” school because the students feel the need to break out in any way that they can. Because trust is given to the students, even the youngest students are able to participate and grow in ways that may not be possible elsewhere. Teachers can guide the students but since there is no set curriculum, they are more able to foster the growth of students as well adapted individuals who are not only involved, but deeply invested in the success of their education on a personal level.
ReplyDeleteI feel like Dewey would have liked this set-up more than the traditional school, but would be happiest with something in between. He would have supported the idea that the school focuses on the social aspects and builds a community. It prepares student for life by working on vocal expression, taking turns (in a meeting setting), following procedure (meeting procedure), having to live with decisions that may not be what you wanted, voicing concern where necessary, sitting through boring meetings, engaging in the community and ultimately building a social conscious. I think, as I believe Dewey would, that the school, at least as the podcast presents, is not academically focused enough. Dewey believes in building life skills and developing a moral conscious, but that academics should be taught through that lens work, not academics should be completely dissolved. Dewey believes in a school that allowed for moral and individual growth, but also one that encompassed a teacher guide. In Dewey’s model the teachers would decide when the students are ready for the next task and then guide them. I feel like the Brooklyn Free School completely abandons that and allows the student to completely decide. I think that Dewey would believe that a teacher has more wisdom than the students and can realize better than a student when that student is ready for a new challenge. It would be then that he would say that the child should navigate from there. There should be boundaries, but they should allow for the student to figure out for themselves what is right. Dewey believed in school as a mode of social change and that students should be taught in a way to better society that still includes learning history, literature, language, writing, and science. I think that Dewey would have supported Brooklyn Free School only in the social aspect. The other half of his thoughts included school in the traditional sense of teaching English, math, science, history etc.
ReplyDeleteI am more than positive, like everyone else, that Dewey would be very supportive of this school. I tried to look up more information on the Brooklyn Free School, and what I found out about the school seems to align very closely with what Dewey imagined school to be, especially in regards to the social aspect of it. In "My Pedagogic Creed", Dewey seems to argue against every aspect of the school system we have today. The Brooklyn Free School and its participants also seem to argue against the normal school system. Free Schools themselves arose from the ideology of Dewey-like thinkers.
ReplyDeleteDewey seemed to oppose the idea of standard subjects very much. He thought they were useless without attending to the social aspect of life. In the Brooklyn Free School, the children and the teachers decided what would be taught, who would teach it, and how it would be taught. One article I read from the NY Times said that Alan Berger, the founder of the school, even taught a class on cheese-tasting and that the students learned some geography and chemistry along the way. It surprised me how close this style was to the illustration given in "The School and Social Progress" of sewing and weaving. The students could learn more than just the action of sewing. They could also learn the history behind it, the process of it, and the business of it. I don't care much for the ideas of the Brooklyn Free School, but I did like the idea of taking something that isn't a traditional subject and getting a lot of education out of it. It sparks curiosity and thinking.
What I was a little confused about was one aspect of Dewey's opinion on the purpose of school. He believed that education was not a preparation for future living, but at least he understood the reason behind that method. He believed that school was more of a process than a means to achieve and end. This belief aligns with the Brooklyn Free School method of letting the kids call the shots and do what they want. But, it still doesn't answer my question. What will the kids do when they're done with school? It seems like the kids are raised to do what they think is best with their time, but we soon realize as adults that we can't all do what we want in life. There has to be technical education, through which people become accountants, doctors, scientists, etc. in order to continue living, otherwise we'll go back into the dark ages.
As already discussed, I believe that Dewey would have supported the idea of the Brooklyn Free School. Dewey understand that education was much more than the attainment of knowledge, learning in a vacuum. Education is part of socialization, and thus is necessary to teach students how to take part on society, but more than that, to improve society. This process allows a child to grow according to his abilities and to utilize knowledge in a way that is positive and useful to himself/herself and society. The BFS applies these principles by making the student an integral part in the school's society and his/her own educational process.
ReplyDeleteI like the principles that are behind the BFS, but I wonder how effective this will be in the future. I feel that the teachers need to be more than some distant guiding influence, because have active and involved teachers is one of the great joys of education. Dewey understood that while children need to be an active force in their own education, teachers are the mentors that will hone their burgeoning capabilities and steer them down their natural paths, not as an imposing force, but as a source of wisdom that these children have not yet been able to acquire. Teachers are necessary not only in the gaining of knowledge, but social education, learning boundaries and ethical standards. Without that, the BFS would not reach Dewey's educational ideal.
I think Dewey would have loved the Brooklyn Free School. It is a direct reflection of his philosophy on education. The Free School focuses on living as learning and creating a democracy within the school to mimic the community. This is just how Dewey wished for education to be; focusing on the psychological side of the child and connecting their education through it. He believed, as the Brooklyn Free School does, that education is a process of living not a preparation for future living. He thinks by enabling the child to learn at their own pace through active and "life-focused" ways that they will gradually learn the deeper, more "educational" meaning of them. The Free School is run by the students, they determine the pace and material that they will concentrate on which is chiefly guided by their own personal interests. Dewey believed that the teacher's role should not be to impose certain ideas or view points on the child but to assist them by encouraging the child's unique habits. He also had a very strong opinion on the importance of the encouraging, allowing and utilizing the child's interests to further their education. That is the whole basis of the Brooklyn Free School. The students follow their personal interests and create their own projects and activities based on this interest. In doing so they learn the traditional fundamentals of education but in a much stronger and lasting way because of its correlation to their personal lives.
ReplyDeleteI think that Dewey would have been immensely supportive of the Free School insofar as it enabled students to pursue what they were passionate about and learned plenty about the world around them. By interacting democratically with their classmates, the students in the Free School model will obviously learn diplomacy and compromise.
ReplyDeleteHowever, aspects of the Free School model like being at the mercy of All School Meetings may nit have played as directly into Dewey's interpretation. He understood that teachers needed to guide students and impart social experience, so the concept of students dictating everything may have made Dewey wary in the sense that he may have felt that the purposes of imparting knowledge may have been lost if students are allowed to participate such irresponsable activities as playing video games instead of participating in class. This aspect does not seem in keeping with Dewey's desire to enable students to work toward the social good.
In Dewey's vision of education, he emphasizes growth of the individual within a larger realm of social consciousness. I think he would see the Brooklyn Free School as an environment where these two things could be possible. As students participate in democratic meetings and make decisions as a group of equals, I think he would believe this falls in line with his belief that school is, at its most basic, a social community. I think he would have respected that children's discipline comes from the children themselves, not from the teachers. As the children learn how to use their voice as a tool in a democratic and social environment, I think Dewey would believe they are on the right track toward using full and ready use of all their capacities.
ReplyDeleteOn the other hand, I'm not sure if Dewey would agree with the lack of structure to the school. He pointed out that children should learn about many subjects, not one. Children at the Free School can study whatever they want to study, and it seemed that this could be one thing or many things. Secondly, from the clip, it was shown that children have the freedom to talk about their feelings as a group. It was okay for students to speak up about their emotions and demand a change within the school is their feelings were hurt. Dewey seemed to believe that too many emotions would lessen the quality of learning and that "stimulating emotion from a child apart from the corresponding activities is to introduce an unhealthy state of mind." Dewey probably would have approved the meeting about name calling, but would have required the children to come up with a punishment, not simply talk about how they feel when they are called a name.
Dewey would have probably thought there was too much freedom in the Brooklyn Free School. Dewey thought children should be active participants in their knowledge but did not see children as having no guidance. Guidance is not a bad thing, control is. Children should be able to participate in events in their school and learning should be creative and experiential but at the Brooklyn Free School there seemed to be less learning and more play. The Brooklyn Free School may not meet Dewey's expectations because the quality of teaching seemed to suffer when the Children were running the school. I think that anything like the Brooklyn Free School depends on how many students attend the school, what type of school it is, quality of teachers, etc. Dewey valued knowledge that included interpersonal skills but did not think that interpersonal skills could in any way replace knowledge.
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