An analysis of John Dewey's philosophy on 'education as growth'

Thesis (M.Ed.)--University of Melbourne, 1990This thesis' approach to John Dewey's philosophy, specifically his ideas on 'education as growth', while aiming to provide a critical analysis, is also sympathetic. Hence it is not entirely committed to another school of thought. Rather it leads to the criticisms which are set forward in two ways. First in attempting to state his thought clearly, we are forced to note that, at times, there are crucial ambiguities in Dewey's use of key terms. These ambiguities are of special importance in considering what Dewey has to say about the empirical method and what he has to say about the nature of events. Second, and more important, in attempting to state the relationship between his views on fundamental topics, we find conflicting 'intellectual tendencies which are not resolved by Dewey. John Dewey's educational writing has been analyzed with a view to determining his views about the aims and general character of education. This thesis has examined whether Dewey's basic recommendations about educational. aims and methods are logically connected with his technical philosophical formulations or are 'rendered more likely by them. At almost every point, the upshot of this analysis has been to suggest that the logical or philosophical links that Dewey claimed or assumed between his technical philosophical formulations and educational recommendations do not in fact exist