Running head: DEWEY PERSONAL REFLECTION

Dewey Personal Reflection

Krista M. Boddy
Colorado State University

DEWEY PERSONAL REFLECTION

Abstract
The following paper is a personal reflection from my reading of one of the best known
Constructivist theorists in the field of education, John Dewey. After reading his well-known
book, Experience & Education (Dewey, 1938), I reflect on the theories Dewey proposed about
education and relate them to my personal teaching experience. His ideas regarding experiencedbased education are significant to the historic roots of adult education. Dewey proposed
progressive thoughts about the role of the instructor and student in learning. In my reflection, I
critically review his philosophy and respond to how I am applying his ideas to my teaching of
adult learners.
Keywords: Constructivist theory, experienced-based education, progressive education

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Dewey Personal Reflection
John Dewey (1938) played an instrumental role in the development of modern
educational philosophy. His ideas about teaching through experience-based education,
addressing the needs and desires of the students, and equipping learners with problem solving
abilities inside and outside of the classroom led to the powerful movement of progressivism in
education. Dewey shares some of his most influential ideas in his book, Experience &
Education. It is hard to imagine how modern education in the United States would be without
Deweys insight about experiential education. The following essay is meant to highlight some of
the most influential ideas that Dewey expresses in his book Experience & Education, and
incorporate my personal reaction to them based on my experience as a learner and instructor.
A first concept of interest in Deweys book deals with comparing the old traditional
education with the new progressive education. In the first chapter, Dewey expresses that there
should not be an Either-Or opinion of education, where one philosophy is accepted in its
entirety, but the other is rejected in its entirety. Instead, he relates that educators must bridge the
two philosophies based upon a theory of experiential knowledge (Dewey, 1938, p. 17-23). I
would agree that there are always good and bad ideas in all theories of education. If a teacher
leans strictly on traditional educational philosophy, which utilizes structure, discipline, and drills,
yet completely ignores freedom of thought, critical thinking, and collaborative learning, they are
cheating their learners of a complete education. On the other hand, if a teacher allows complete
freedom of expression, yet no discipline or structure, learning will not take place in a classroom
of chaos and anarchy. Dewey makes this point clear in that rules and structure are there for a
reason. I think it is significant that Dewey does not want to replace traditional educational
methods completely with his progressive ideals, but instead attempts to bridge the two

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philosophies together. As an English language instructor, I have had the option of choosing
between traditional methods (e.g., Grammar Translation, Audio-lingual) and more modern
methods of teaching (e.g., Communicative Language Teaching, Task-Based Learning, Contentbased Instruction). Classroom management looks much different in teaching adults, so discipline
and structure are not a significant part of my personal teaching style. However, I do use older
traditional methods like drilling when necessary (e.g., pronunciation), but do not rely on them
completely. I find that it is important to use a collection of many different kinds of teaching
methods and techniques, because they all have strengths and drawbacks.
A second idea that I found significant in Experience & Education, is Deweys
acknowledgement that education comes about through experience, but all experiences are not
equally educative (p. 25). He explains that some experiences are mis-educative, which may
distort or arrest the growth of future experiences. The main point of chapter two is that
Everything depends upon the quality of the experience which is had (Dewey, 1938, p. 27).
Dewey puts forth that all experiences directly influence further experiences. He uses the example
of students who are taught in the old tradition of drilling are not able to act intelligently in new
situations, due to a lack of problem solving or critical thinking skills. These are critical survival
skills for all people living in any society. I can relate personally to mis-educative experiences in
learning math. I struggled in learning math all throughout primary and secondary school, each
negative experience leading to further negative experiences. This fossilized a negative attitude
and low self-worth in my psyche, which led to failure and frustration in trying to learn math. If
my early experiences in learning math had been positive and fruitful, my subsequent experiences
would likely have been more positive and productive.

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The next point that Dewey makes has to do with the Experiential Continuum, which
ranges from educative experiences of worth on one end and mis-educative or educational
experiences of no value on the opposite end of the spectrum. He believes that the role of
educators is to recognize experiences which lead students to growth along this continuum, and to
know how to utilize physical and social surroundings in building worthwhile experiences for
their students (Dewey, 1938, p. 40). I agree with Deweys message that educators must be
intimately acquainted with the local communitys educational resources (p. 40). This last
point relates to the creation and development of the U.S. public library system which began
under Benjamin Franklins Junto. Learners of all ages and educational backgrounds can utilize
the public library for free, which provides equalized access to knowledge for all economic and
social backgrounds.
A further point that Dewey makes in chapter three, is about the value of educational
experiences. He defines experience as being a transaction which takes place between an
individual and their environment (Dewey, 1938, p. 43). By environment he means it involves
interactions of personal needs, desires, purposes, and capacities (p. 44). Dewey explains that
failures of adapting educational materials and methods to fit their learners needs and capacities
results in non-educative experiences (p.47). He also notes that subject matter learned in isolation
creates disconnections from other experiences, making the knowledge less useful in its
application to life and future experiences (p. 48). This last point is worthy of note, as one
situation becomes an instrument of understanding and dealing effectively with the situations
which follow (Dewey, 1938, p. 44). I agree with Deweys conclusions that successive
experiences are integrated with each other (p. 47). The best outcomes of learning are when the
learner can apply the experience to multiple situations outside the classroom. This idea connects

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closely with Paulo Freires (1970) ideas of empowering learners through student-teacher
cooperation in critical thinking and relating everything they do in school to their reality outside
the classroom. As an educator, I must prepare my learners to apply the knowledge gained in
class to real-world experiences beyond the walls of the school.
An additional concept discussed by Dewey involves social control. This concept is
significant in underlining the role of the educator in relation to the learners. Dewey relates that in
the practice of educative experience, the teacher rejects the role of dictator, and becomes a
facilitator of group activities (p. 59). This concept relates to Freires (1970) view of traditional
educators having all the control and power in the classroom, while learners have no way of
contributing to their learning experiences. Freires banking method of teaching is another way
of describing an instructor who acts as dictator of the classroom in utilizing his/her social
control (Freire, 1970). The concept of educators releasing social control in acting as a facilitator
is detrimental in the adult classroom. Adults come to class with valuable educational experiences
and previous knowledge to draw upon and learn from. Malcolm Knowles (1984), the main
proponent of Andragogy, or the theory of how adults learn, submitted the idea that adults learn
best when their past experiences are used in understanding new material. I see this in my learners
when they are relating a new vocabulary word to a concept they know well from their own
experience. I attempt to draw upon my learners past experiences and language knowledge as
much as possible in teaching the English language.
Another key point Dewey mentions in chapter four, Social Control, has to do with
adaptation and mutual accommodation. Dewey relates that progressive educators have more
challenges in creating lesson plans in that they must adapt the subject matter to meet the

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individual needs and capacities of their learners, as well as set up the conditions necessary for
experiences that satisfy and develop their capacities (p. 58).
I agree with Deweys point that educators must be flexible in their instruction, yet firm
enough in providing direction in continuous development (p.58). In my experiences teaching,
Ive had to adapt to my learners constantly. I sometimes reject my lesson plan completely based
on the individuals who attend class. For example, when only one or two students come to class, I
let them choose what they want to do that day. We can follow the lesson plan I developed, we
can study a specific language item of their choice, or we can practice conversational English and
fluency. Typically they select the third option as speaking proficiency is a primary motivation for
my English learners. I often adapt my lessons to fit the needs of my learners. For example, when
I notice a deficiency or common mistake by multiple learners, I will address it in that lesson or
subsequent lessons. Students seem to appreciate the relevancy of these lessons as they can apply
the experience directly to their lives. I would agree that instruction that involves reading directly
from a textbook and lecturing every class session is easier to plan than adapting lessons to fit the
needs of individuals and creating educational experiences which incorporate problem solving
and critical thinking. One thing I appreciate as a graduate student in this course, is that each class
involves collaborative discussions and presentations, which lead to deeper educational
experiences than simply listening to the instructors interpretation of the subject matter. This
course provides a great example of the progressive ideals of experiential education.
In chapter six, Dewey discusses the meaning of purpose. He defines purpose as
involving foresight of the consequences which will result from acting upon impulse and
foresight of consequences involves the operation of intelligence (Dewey, 1938, p. 67-68).
Dewey explains further that formation of purpose involves observation of surrounding

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conditions, experiential knowledge from self and others, and judgment, which combines
observation and experience to find meaning (p.68-69). His main point in chapter six is that
education is a cooperative enterprise, which should involve contributions from the experience
of all engaged in the learning process (Dewey, 1938, p.72).
This concept of cooperative enterprise fits nicely with teaching methods in ESL that
incorporate collaborative and cooperative learning. In my classrooms, I frequently utilize
learners experiential knowledge by allowing individuals who wish to share their understanding
or experience with others who are not quite comprehending an idea. I often pair more advanced
learners with less advanced learners so the two can grow in a shared experience. Group learning
encourages those learners who are shy and reserved to feel more comfortable in sharing their
knowledge with others. I love to observe when a learner finds meaning of a concept through
experiential interaction with another learner. This experience helps cement new information to
memory. The aspect of judgment brings critical thinking and problem solving skills into the
experience. Deweys mention of the Scientific Method of learning, which involves observation,
cause and effect, critical thinking, and problem solving skills provides a great example of
formation of purpose in experiential learning (p. 81).
A final point I find noteworthy comes from chapter seven, in which Dewey highlights the
importance of finding and using material within learners life experience, as opposed to facts
and truths that are outside the range of the experience of those taught, and which, therefore, have
the problem of discovering ways and means of bringing them within experience (p. 73). This
concept of utilizing previous experience to support and stimulate new observations and future
experience is detrimental to Deweys progressive philosophy. I see the significance of his point
especially with adult learners in their various and valuable life experiences. One challenge in

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utilizing previous experience, is when student experiences were not always positive or educative.
This is a common theme with adults who had negative experiences in learning as children or
youth, and relate those past experiences with later learning in life. When such a situation arises,
the educator must develop new, positive experiences in the present learning situation for the
learner to grow from. Dewey remarks it is this continuous process of reconstruction of
experience in which the educator views every present experience as a moving force in
influencing what future experiences will be (p. 87). Such emphasis on the development of
present educational experiences is paramount to stimulating future educational growth.
In summation of these valuable concepts from John Deweys (1938) Experience &
Education, I find that much of present day education in the U.S. is based upon Deweys
progressive educational philosophy. I hear amazing stories of educators who organize a medieval
feast with their fourth-grade students in creating an environment for experiential learning. Such
educational experiential learning provides quality experiences, formation of purpose, and
cooperative enterprise in developing life-long learners who continually build upon past and
present experiences. Dewey was instrumental in his ideas about the delivery of education. What
was once considered progressive philosophy is now common place in classrooms across the
country. Educational philosophy is always developing, yet the principles Dewey outlines in his
work have endured into the 21st Century due to their practical application and logical theory.

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References
Dewey, J. (1938). Experience & education. New York, NY: Touchstone.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.
Knowles, M. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass.

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