This Great Community can only occur with "free and full intercommunication. They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. According to Dewey, the profession of the classroom teacher is to produce the intelligence, skill, and character within each student so that the democratic community is composed of citizens who can think, do and act intelligently and morally. Anyone affected by the indirect consequences of a specific action will automatically share a common interest in controlling those consequences, i. If teachers are up to their work, they also aid in the production of character. The ideas of democracy and social reform are continually discussed in Dewey's writings on education. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning. For Dewey, teacher education should focus not on producing persons who know how to teach as soon as they leave the program; rather, teacher education should be concerned with producing professional students of education who have the propensity to inquire about the subjects they teach, the methods used, and the activity of the mind as it gives and receives knowledge.
In addition, they know that their career, in comparison to other professions, entails stressful situations, long hours and limited financial reward; all of which have the potential to overcome their genuine love and sympathy for their students. Concerning his effort to change journalism, he wrote in The Public and Its Problems: For Dewey and his philosophical followers, education stifles individual autonomy when learners are taught that knowledge is transmitted in one direction, from the expert to the learner. Dewey makes a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. As well as his very active and direct involvement in setting up educational institutions such as the University of Chicago Laboratory Schools and The New School for Social Research , many of Dewey's ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Lippmann's model was a basic transmission model in which journalists took information given to them by experts and elites, repackaged that information in simple terms, and transmitted the information to the public, whose role was to react emotionally to the news. They have a quick, sure and unflagging sympathy with the operations and process of the minds they are in contact with. For Dewey, this desire for the lifelong pursuit of learning is inherent in other professions e. For Dewey, the professional spirit of teacher education requires of its students a constant study of school room work, constant study of children, of methods, of subject matter in its various adaptations to pupils. What Humanism means to me is an expansion, not a contraction, of human life, an expansion in which nature and the science of nature are made the willing servants of human good. Rather than preparing students to be reflective, autonomous and ethical beings capable of arriving at social truths through critical and intersubjective discourse, schools prepare students for docile compliance with authoritarian work and political structures, discourage the pursuit of individual and communal inquiry, and perceive higher learning as a monopoly of the institution of education Dewey, ; Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction" Dewey, , p. He notes that "to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities" My Pedagogic Creed, Dewey, As suggested by the title of the book, his concern was of the transactional relationship between publics and problems. Turning to Dewey's essays and public addresses regarding the teaching profession, followed by his analysis of the teacher as a person and a professional, as well as his beliefs regarding the responsibilities of teacher education programs to cultivate the attributes addressed, teacher educators can begin to reimagine the successful classroom teacher Dewey envisioned. In his model, Lippmann supposed that the public was incapable of thought or action, and that all thought and action should be left to the experts and elites. In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. According to Dewey, such a student is not superficially engaging with these materials, rather, the professional student of education has a genuine passion to inquire about the subjects of education, knowing that doing so ultimately leads to acquisitions of the skills related to teaching. However, although Dewey is steadfast in his beliefs that education serves an immediate purpose Dewey, DRT, ; Dewey, MPC, ; Dewey, TTP, , he is not ignorant of the impact imparting these qualities of intelligence, skill, and character on young children in their present life will have on the future society. As Dewey notes, "The business of the teacher is to produce a higher standard of intelligence in the community, and the object of the public school system is to make as large as possible the number of those who possess this intelligence. In order to rectify this dilemma, Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. Their own minds move in harmony with those of others, appreciating their difficulties, entering into their problems, sharing their intellectual victories" Dewey, APT, , p. As Dewey notes, there is a lack of these goods in the present society and teachers have a responsibility to create them in their students, who, we can assume, will grow into the adults who will ultimately go on to participate in whatever industrial or economical civilization awaits them. As Dewey notes, "The teacher who leaves the professional school with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of the psychology, logic and ethics of development. Such persons seem to know how to teach, but they are not students of teaching.
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