1. Masterand: Annaliza T. CempronProfessor: Dr. Bernardo Bool

2. The School and SocialChanges 3. ChangeJohn Dewey John Dewey was a prominent Americanphilosopher and professor of the late 1800sand early 1900s. He founded the educational philosophy ofprogressivism which is derived frompragmatism. Pragmatism is the school of philosophywhich held that the meaning and value ofideas could be found only in the practicalresults of these ideas . (Johnson, Musial, Hall,Gollnick Gollnick, & Dupuis, 2008, p. 327). 4. Progressivism Progressivism is an educational theorythat supports active learning. It emphasizes that ideas should be testedby experimentation and that learning isrooted in questions developed by thelearner (Johnson, Musial, Hall, Gollnick,& Dupuis, 2008, p. 327). In agreement with Henry Giroux,progressivists view schools as instrumentsof social change (Johnson,Musial, Hall,Musial, Hall, Gollnick Gollnick, & Dupuis,2008, p. 329). 5. Deweys Essay: Educationand Social ChangeThe big question Dewey addresses ishow schools participate in social change. In Dewey s essay, Education and SocialChange, one can observe traces ofprogressivism as he supports the notionthat society is constantly changing, andthat education reflects, generates, andguides social change. He also states that there is someconfusion about the direction in whichschools lead our society. 6. Contradictory Conservatives(and Proof that Society is Changing) Dewey argues that conservativeswanting to maintain old and time-triedvalues and truths is evidence that timeshave changed, and that they continue tochange. Conservatives are opposed tomodernism and progressivism. Deweyclaims that since schools already reflectthese changing times, conservativesbasically oppose the present educationalsystem. 7. Conservatives believe thatschools should not influence orguide social change.They favor older types of studyand disciplinary methods inschools (Dewey, 2001, p. 335). Thissuggests that schools can andshould have a positive influenceon society, but by instillingconservative principles. 8. This contributes to theconfusion about educationsrelation to social change. Dewey suggests that those whotake this view are conservativesin education because they aresocially conservative, as theyreject the direction in whichsociety is taking. 9. Impotence of EducationAlong with conservatives, those whorepresent the dominant economicand political regime believe thateducation does not influence socialorder or social change. This group believes that the economyis the influence, and that educationmerely reflects this social order andthe dominant economic class. 10. They believe that schools areengaged in shaping as far as in themlies a mentality, a type of belief,desire, and purpose that is consonantwith the present class -capitalistsystem.(Dewey, 2001, p. 338) They believe that nothing canchange, not even for education,without overthrowing this dominanteconomic class and replacing it withanother. 11. Dewey argues that if all of this weretrue, then any coup of the currentdominant economic class would alsohave to bring with it other changessuch as changes in the morals,mentality, and culture of society sothat this new system/social order cansurvive and thrive.But Dewey finds no evidence that aneconomic change can solely makethese other kinds of changes insociety. 12. Under the theory about theimpotence of education, schoolsshape morals, mentality, andculture in agreement with theeconomic class.Therefore, for this argument,education still plays a vital rolein social change. 13. Decisions Dewey argues that schools havethe power to lead society downcertain paths. 14. We must be aware of thedifferent directions in whicheducation can lead society andhow it does this. This is so thatschools and educators canattempt to move society in theright direction, and so that wedo not continue to influencesociety without knowing how. 15. The decisions schoolsmake will also give us abetter understanding ofthe relation betweenschools and socialchange. 16. Dewey states that schools and educatorscan:a) continue to influence societywithout exploring how or why.b) employ a scientific method ofteaching and learning that correspondswith the cultural forces that cause socialchange.c) take a conservative approach andmake schools a force of maintaining oldorder and rejecting any new forces thatsteer society away from this old socialorder. 17. Dewey believes that schoolsshould employ scientificmethods of teaching andlearning.This stresses active learning andteaching students how to thinkas opposed to what to think(Johnson, Musial, Hall,Gollnick, & Dupuis, 2008, p.328). 18. If schools and educators areto take this route, then theymust be knowledgeable inhow to prepare students toaccept social change andmake appropriate andpositive social changes forthe good of society. 19. Neutrality What if schools were to remainneutral?Dewey states that the most effectiveway of reinforcing reaction under thename of neutrality, consists inkeeping the oncoming generationignorant of the conditions in whichthey live and the issues they have toface (Dewey, 2001, p. 337).Then this would only perpetuate theconfusion about schools relation tosocial change. 20. Indoctrination Indoctrination is the teachingof systematic use of everypossible means to impressupon the minds of pupils aparticular set of political andeconomic views to theexclusion of every other .(Dewey, 2001, p. 229) 21. Indoctrination occursin many schools, andmany believe that thisis the way schoolsreflect and effect socialchange. 22. However, Dewey suggeststhat even thoughindoctrination occursoften, there is noevidence that it properlyreflects and effects socialchange. 23. Dewey notes thatindoctrination leaves noroom for activeparticipation orexperimentation of ideas,which he finds imperativefor education andtherefore social change. 24. Democracy Since Dewey argues thateducation influences socialchange, then it must have someframe of reference, or elseeducation would bemeaningless (Dewey, 2001, p.340)Dewey claims that democracy isthe frame of reference foreducation. 25. He admits that there isno set, clear definitionof democracy, but theidea involves activeparticipation inmaking decisions forsociety. 26. Dewey compares theproblem of education andhow it relates to social changewith the problem of oursearch for the clear-cutdefinition and importance ofdemocracy in its applicationsin society (Dewey, 2001, p.340). 27. This problem (the search forthe significance ofdemocracy in society) is aresult of the fact that weforget how democracy needsto be practiced and lived, andin new and different ways dueto our changing society. 28. Dewey observes one clearaspect of democracy inrelation to education:that the education systemwas founded on theprinciple of equalopportunity. 29. Schools and educators cannotcreate or embody this idea [ofdemocracy]alone, but theycan teach and enforce it inschools. They can develop andprepare individuals (students)who understand this idea,appreciate it, and support it. 30. In this way, students areprepared and confidentenough to use what theyknow and apply it to theirdecision-making toimprove society (Dewey,2001, p. 240). 31. Dewey also points outthat democracy alsoinvolves freedom andvoluntary choice whichbrings together theindividual and society(Dewey, 2001, p. 341). 32. This means that wewillingly and freely live andact with one another. Thisallows individuals toparticipate in theimprovement of societythrough the decisions theymake together. 33. As a progressivist, Deweyargues that if educatorsmake efforts to find answersabout the idea(s) ofdemocracy, then we will beable to better understandand answer the questionabout how schoolscontribute to social change. 34. Thank you verymuch&God bless usall!!!