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The role of censorship A society itself need censorship in order to form and regulate itself. But not more. 2. The role played by each discipline to form the educated mind (science, art, literature, music, mathematics, and history). According to Dewey none of these subjects matters if its taught not related to the social life, the true center of correlation on the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities. As long as all these subjects are taught connected with each other and with regard to the child as a subject, as long as they are taught in real-life tasks than all of these disciplines will matter and form an educated mind. Dewey considered thos subjects not as subjects for themselves but as ways of learning to learn. 3.
How to develop good character through education. - An educator must remember that freedom given to children during educating process is not for freedom itself sake. Feeling of freedom must encourage children to thinking, to acting. But an educator must not let this freedom overstep the limits. An educator should direct the actions of children, stimulate positive actions of children and this way form good characters and great members of changing society. 4. The connection between education and society. - Education forms a member of society.
There are situations created where children learn how to act. Educators are responsible, therefore, for providing students with experiences that are immediately valuable and which better enable the students to contribute to society. A child plays his role as a member of the society almost from his very birth although it happens unconsciously at that time. Dewey always underlined the importance of education for social purposes. 5.
The connection between education and family The experience a child gets in his family are the basis for his learning. There he learns his first successes and mistakes and he acts just like he knows. During education process an educator must help a child to develop these experiences further in order to prepare him for future life, for more complex tasks. It is the business of the school to deepen and extend his sense of the values bound up in his home life. 6. The value of different classroom media to provoke children's thought. All the media is valuable as long as it encourages a child to think.
A teacher may use even the simplest tasks and media as long as they are real-life ones and challenging. 7. How early education can stimulate in the child inquiry, problem solving and thirst for knowledge. - As Dewey said: Education is life itself. One of the main aims of education is to teach a child to think. A child himself has his curiosity from the very beginning of his life and education must encourage this curiosity. To stimulate the growth of intelligence rather than stifle it, as Dewey saw it, education must begin not at the end but at the beginning of the growth process; that is, with activity that engages the whole child mentally, socially, physically, and emotionally. In the school, as in his extra-curricular activities, it is the process of doing something that has meaning for the child handling, making, growing, observing.
The most important thing is to start as early as possible. 8. How early education can be structured so that children's response to experience is a total one, involving spirit, intellect volition and emotions. - Dewey supported the idea of relatively unstructured, free, student-directed education. But by the time children have a pretty formed intellect able to divide things into important and unimportant, able to obey and realize whether its good or not an educator can use already structured education although it must not be a preferable method. The privellage is given to free action. 9.
The connection between community and the educational endeavor. Education is a social process, school is a community itself. Children and educator are all full members of this community. Community of learners. Dewey wanted children to come to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society.
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Research essay sample on Early Education Real Life
