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Noticeable wear to cover and pages. May have some markings on the inside. Fast shipping. Will be shipped from US. Used books may not include companion materials.

• Sales Rank: #7179811 in Books
• Published on: 2007-12-02
• Number of items: 2
• Binding: Paperback

Most helpful customer reviews

3 of 3 people found the following review helpful.
Important Book
By Jeremy J. Ekeler
Dewey is not exactly light reading, and this little book is pretty heavy. But it's also vitally important in understanding how kids learn. I'm a college coach, but I took much away from Dewey's principle of authentic learning. This is standard reading for any educator, but I'd press coaches, mentors and anyone else involved with improving young lives to read this. Dewey is so classic is almost cliche...but there's good reason for that.

17 of 53 people found the following review helpful.
Ivory tower crackpot theories.
By Jon Torodash
No "expert" on education can afford to be unacquainted with the immortal John Dewey and his experimental school. Who would dare impugn the legendary educator often synonymous with the word "progressivism" itself? I am surely going to take a lot of flak for calling the emperor naked.

Dewey's conception of the child as learner assumes that the green mind most effectively comes to knowledge through spontaneous curiosity stemming from nature study. This, Dewey then expects, will blossom into a more expanded study of the various academic subjects. The role of the teacher lies mostly in facilitating transitions, and answering the child's self-posed questions along the way. Even if his theories were acceptable, The devil is in the details for Dewey: his science fair-meets-museum-meets-playground-meets-lecture hall school design is untested on any significant scale and the start up plus upkeep costs would be prohibitively expensive.
But it gets worse. As if kids (and I mean pre-high school) didn't have enough problems with basic skills and content, Dewey would have them heavily involved in shop and home economics. Even more outrageous in Dewey's model is the premise that we ought not force students to study what they do not like, because this turns them off to learning and harms the "learning community". Childrens' own intellectual take enormous precedence and by implication, teachers are discouraged from evaluating their progress against solid standards. Experienced teachers know that when working with a group, even good kids can hide their shortcomings in weak subjects, and that remediation becomes hard to implement if direct intervention is ignored for too long. Dewey's recommendation to cater so exclusively to what the child will understand as practically useful and intellectually stimulating at the moment is at best a risky gamble which worsens low performance in students too immature to understand the value of education. It's no small wonder why the teacher turnover is so high even in better districts with approaches like this floating around schools.

"The School and Society," like many other off-the-wall manifestos of educational theory, denies established behavioral science when it glosses over or ignores well understood psychological patterns in children. It depicts formulaic teaching and learning as fundamentally faulty and generalized curricula as harmful to student individuality. Nothing could less representative of quality research conducted, particularly Project Follow Through. I for one would like to see Dewey's updated plan for seamlessly moving kids who come into class with their "natural inquisitiveness" programmed by video games, and Twitter, into colonial American history, calculations of hyperbolic asymptotes, Tennessee Williams, and the "plus-que-parfait" tense. But of course, such leaps of interest are unnecessary if we just throw out the "old-fashioned" curriculum along with the old-fashioned school system. Have skimping on the basics in lieu of language/culture classes for our latest GDP competitor nation, and labs in the hottest technology in the name of a more "practical" and "world-conscious" education produced any statistically significant educational gains or more confident and employable students?

A fairly recent study remarked that the majority of high school grads today report that they did not feel adequately challenged. Let's say it was really only 25%. Is that acceptable? Maybe the answer doesn't lie in justifying our educational failures by apologizing for and papering over our children's undisciplined minds. I for one do not believe that kids today are fundamentally less able to behave, sit still, and learn as their grandparents did at their age; many of them have so many more advantages.
"The School and Society" relies upon the circular contradiction of allowing an uneducated mind direct the teacher on its own education. From the apparent absurdity of it all, I can only conclude that sane people latch onto these ideas as part of an escapist fantasy from dismal drop-out rates, lowered standards, and social discord. But a radical solution is not necessarily a good one.

16 of 16 people found the following review helpful.
Another Dewey classic - wait, two classics in one!
By J. Stoner
This great book contains two Dewey classics: (1) The School and Society; and, (2) The Child and the Curriculum. This text is like most Dewey works: concise and to the point. This text focuses on the effects and the power that teachers should have in affecting student lives. There is much discussion on Dewey's classic "educative" experiences and how education should be hands-on learning. Dewey also asserts that curriculum should emulate real life challenges and "occupations" of everyday life. Learning occurs in doing and not in repeating facts and figures on multiple-choice tests.

We wonder why the greatest young minds are thrown into math and science courses instead of being encouraged to explore the arts and music. This book continues to show why coursework should not be limited to multiple-choice, fill-in-the-blank, and other methods of factoid memorization but rather coursework should include the exploration of skill-sets and also how the curriculum should provide a catalyst for knowledge and skill exploration.

Like most Dewey books, this should be required reading for all education programs and for all educators. Considered by many to be the only true American philosopher, Dewey once again provides a clear look at why education in America is sub-par in quality and effectiveness.

Also recommended: "Experience and Education," by John Dewey.

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