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Experience and Education

3.86 of 5 stars 3.86 · rating details · 917 ratings · 75 reviews

Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated...more

Paperback, 91 pages

Published November 1st 2007 by Touchstone (Simon & Schuster) New York (first published 1938)

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Jul 25, 2012 Jonathan rated it 4 of 5 stars

Shelves: university, non-fiction

It is highly curious that outside the arena of teaching the process of education itself remains very much misunderstood. In fact until you actually enter into the process of teaching - education seems very much like an act of guiding others with your bountiful knowledge. Of course very few realise that teaching is as much about learning as it is about passing knowledge. And that education also extends far beyond merely providing knowledge. It is however highly important that educators properly u...more

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Sep 02, 2011 max rated it 2 of 5 stars

Shelves: education

Many of the world's greatest authors have weighed in on the subject of how children should be taught. The Greeks' main educational theorist was none other than Plato, who wrote with great clarity and precision (although some of his ideas, like getting rid of the poets, were preposterous). The Romans had Quintilian, whose massive treatise, "The Orator's Education," is elegantly written and chock full of sensible educational principles. Two thousand years later in the United States of America, we...more Many of the world's greatest authors have weighed in on the subject of how children should be taught. The Greeks' main educational theorist was none other than Plato, who wrote with great clarity and precision (although some of his ideas, like getting rid of the poets, were preposterous). The Romans had Quintilian, whose massive treatise, "The Orator's Education," is elegantly written and chock full of sensible educational principles. Two thousand years later in the United States of America, we have John Dewey, whose clumsy, opaque writing is so bad that it actually hurts to read it. He simply lacks the requisite skills as a writer to make his subject comprehensible.

Even conceding that Dewey's ideas were distorted and corrupted by those who misunderstood his message, he nevertheless endures to this day as the high priest of progressive education. This book will give you a pretty good idea of its central principles. In Dewey's view, traditional education consisted of:

imposition from above;
external discipline;
acquisition of isolated skills and techniques by drill;
preparation for a more or less remote future;
static aims and materials (pp. 19-20).

Note his obvious dislike of such distasteful things as "discipline," "skills," and "drill." As for "static aims and materials," Dewey doesn't bother to elaborate on what exactly that means, but we can be sure that it is an evil that must be rooted out and banished from his brave new schoolroom.

Dewey wrote a lot, and I am familiar only with this work. Here, he comes across less as a philosopher than a polemicist, perhaps even a propagandist. He constantly sets up, then knocks down the (false) straw man of traditional education. This, we are reminded, is the rigid, authoritarian schoolmaster who insists upon the memorization of facts with no regard for their context, who expects children to begin to master the details of such alien subjects as mathematics, history, and the English language. The desks are lined up, the rote lesson begins, the switch is ready to come down on the backside of the errant pupil.

Enter John Dewey, romantic theorist, disciple of Rousseau and savior of American education. In Dewey's view, schools were all wrong: they were prisons where students were forced to learn things that were impossible to learn because they were unconnected with their "experience." The people who ran these schools simply marched blindly in lockstep with a "received tradition" (read: traditional body of academic knowledge) which they neither understood nor felt any need to question. Because of teachers' inability to connect "isolated" subjects with the "experience" of their students, the results were foreordained: boredom, distraction, failure.

In educational circles, Dewey's ideas are worshipped with all of the dogmatic adherence of religious fundamentalists. I was required to read this book as part of an educational certification program I enrolled in. (I have reread it since.) Not surprisingly, no book having anything to do with the virtues of traditional education was on the list, because according to Dewey and his ardent disciples, traditional education simply has no virtues. And if, within the schools of education, you dare to question the premises of Dewey's educational philosophy, you are an instant pariah. This is perhaps the most dismaying feature of the education schools today: in the very place where robust, critical debate should be occurring about the aims and methods of education, debate is not welcomed at all. You either accept the correctness of Dewey's views, or you are wrong. In this respect the ed schools are more like Soviet gulags or communist re-education camps than anything resembling a university.

One wonders what kind of teachers Dewey had as a youngster. They must have been mediocre, uninspired drudges who lacked any imagination, creativity, or sympathetic understanding of their young charges. How else could he set out to attack "traditional" education as vehemently as he did? For centuries it was called simply "education," and only came to be vilified as "traditional" when the progressive educators sought to dismantle it.

I would suggest a very different view of traditional education. In place of the dull pedant repeatedly conjured up by Dewey, imagine a teacher who has acquired an education without ever having stepped inside an Education School. Imagine someone who has read and studied seriously, knows and understands a subject with great depth, and has graduated with honors. Imagine, too, that this educator possesses the ability -- along with patience, intelligence, and warmth -- to draw students into a love of science or mathematics or language or history by virtue of superior training, communication skills, and knowledge of how children think and develop. Imagine as well a teacher who insists on students' acquisition of essential skills such as mathematical proficiency and a knowledge of proper English grammar -- regardless of whether these are perceived by the student to be connected with his "experience." Alas, this is the traditional teacher whose existence Dewey does not acknowledge, because if he did his arguments would crumble like a sand castle.

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Feb 05, 2011 Cherylann rated it 3 of 5 stars

Shelves: doctoral-reading

I'm not found of theoretical reading - call it a side-effect of working on a doctorate while working full-time and cramming 500 - 1000 pages of reading into a two day period. So it was no surprise that I wasn't excited to pick up Dewey, but I needed to do because I have a proposal to write. I know Dewey. At least I think I know Dewey. As a traditionally-trained teacher, I first learned about Dewey 20+ years ago as an undergraduate. I know how others (professors and researchers) have interpreted...more

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Oct 01, 2012 lindafay rated it 2 of 5 stars

There is much more to this little book than many young, aspiring teachers realize. John Dewey had some great ideas and most were discussed in the first several chapters of the book in very vague terms. On the surface, they seem fine and good. But in chapter 7, Progressive Organization of Subject Matter, the pragmatic, materialist philosophy behind his educational ideas is explained more clearly. It is very alarming to those of us who still believe that unchangeable truth exists-that some things...more There is much more to this little book than many young, aspiring teachers realize. John Dewey had some great ideas and most were discussed in the first several chapters of the book in very vague terms. On the surface, they seem fine and good. But in chapter 7, Progressive Organization of Subject Matter, the pragmatic, materialist philosophy behind his educational ideas is explained more clearly. It is very alarming to those of us who still believe that unchangeable truth exists-that some things are just plain wrong and will always be wrong. Murder is never, ever right. Neither is rape or child molestation. Mr. Dewey propagated a philosophy in our schools that taught a whole generation of children otherwise.

John Dewey was highly influenced by Darwinism. He was a materialist and relied upon the scientific method to find "truth." Actually, he didn't believe in universal, unchanging truth. Instead, he believed that what may be true for me at a given moment can change as new experiences occur and I discover new "truths." He thought that the purpose of education was to denounce the idea that universal, unchanging truths exist and teach children to learn how to adapt to their environment by giving them many and varied experiences. Some of us may call this "situation ethics." Thus, the teaching of history should only be taught as it relates to today's issues. Materialists believe that humans are evolving and so we are becoming more intelligent. Therefore, past ideas can't help us very much. Look to the present and how to adapt and survive in our environment now. After all, we are just higher forms of animals.

This may not seem important to some of us, but if we take these ideas to their logical end, a child molester thinks his abominable acts are beautiful in his own mind, therefore they are. I mean, who are we to judge him and tell him what is right? Afterall, right and wrong are unknowable. If someone murders someone else because it is just and good in his mind, then it is - at least for that person. Society may punish him today, because the community frowns upon it; but if the next generation eventually decides it is okay, then the purpose of the schools is to teach the children to be okay with it. Adaptation is key.

This philosophy swept our school system and the results have been devastating. If we can't measure and observe it, it is useless to us and not worth studying. Character and virtue are no longer taught in the schools because who has the right to decide what that is? Children are subjected to a dis-integrated sequence of unrelated activities, and our young people are the least educated in the history of the world. As a result, more people are purposeless and depressed than ever before. Justice hinges upon the whims of our present society and changes as we change. In fact, the only thing that is unchanging is Change. Since truth and goodness and beauty only exist in our minds they can be whatever we wish them to be.

The previous generations did not believe this bunk. But our present generation does. And if you believe this stuff, then you are living proof that his experiment worked. Now you know why. Thank John Dewey.
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Jun 15, 2012 Timothy Darling rated it 4 of 5 stars · review of another edition

Shelves: brain-food, classic, doctoral-reading, philosophy, education

This book, originally written in 1938 has some important things to say. That children are not built to sit for hours and listen to lectures, but rather to be in motion. That experience is a more effective teacher than rote learning. That ignoring the voice of the student in education is to disconnect from the process by which she will learn. I think Dewey is right on many fronts, including the idea that a thoroughly planned and skillfully executed experimentally based education is more effective...more This book, originally written in 1938 has some important things to say. That children are not built to sit for hours and listen to lectures, but rather to be in motion. That experience is a more effective teacher than rote learning. That ignoring the voice of the student in education is to disconnect from the process by which she will learn. I think Dewey is right on many fronts, including the idea that a thoroughly planned and skillfully executed experimentally based education is more effective than a traditional face-front classroom model.

That said, I must observe a few things. First, if 75 years of promoting this view have brought us to standardized testing (measuring the conesequences of experience) and teachers that are pressed to account for every moment of every lesson we are somewhere missing a crucial point. In the modern classroom we shout for smaller class sizes, why? Because a teacher must give greater attention to individuals than he can do in the present circumstances. This is an unintended consequence of Dewey's method. Experience is a better teacher. Unfortunately, that means each student's previous experience and capacity for new experience must be taken into account more individually than Dewey seems to realize. The mechanism for teaching is much more tailor made and the general nature and capacity of public education is ignored. Certainly traditional methods may be less effective, but they do work on some level.

Also, Dewey decries a traditional classroom that places primary value on the past (cultural heritage) and says instead we must move the children into the future. This is hypothetically true, but ignores the fact that society and many of the people among whom the child will interact are products and expressions of that culture. Certainly we want everyone to be able to think creatively in unexpected situations, but Dewey does not adequately demonstrate that traditional learning lacks in this regard. After all, he must be a product of such an education and he seems quite able to formulate new ideas.

In fact the traditional classroom is not dead. This is a consequence of necessity. It is necessary for teachers to model what they themselves have learned and will resort to these paradigms when newer paradigms seem faulty. It is necessary because of the massive classroom sizes and the sheer volume of information that must be assimilated in the modern education. It is necessary because not everything can be experienced but some things must be learned in the abstract. At best Dewey preaches a method that needs to be given more and more thorough exploration but cannot be bought wholesale without risking the disintegration of the educational machine. There is no way our superstructure can handle the expense of an endeavor that would tax personal resources on such an atomic scale.(less)

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Oct 01, 2009 Mike Jensen added it

The speeches printed here (published in 1938) were given at a controversial time in education theory, as traditional education was in tension with experimental progressive approaches. Dewy, a champion of progressive education, tries to find a synthesis for the best education possible, which he says begins with and must always include experience. Education experience is explored in myriad ways, and education for knowledge that may be useful in adulthood is examined. Dewy concludes that science a...more

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Oct 27, 2011 Kelly rated it 4 of 5 stars

Shelves: 2011, class, seattle

This concise, incredibly dense volume on Dewey's philosophy of education is as relevant today as it was when it was published in 1938. Dewey argues that students need rich experiences to learn, and encourages a cooperative learning environment that teaches studenst not only content, but also the skills to function as citizens in a democratic society. Remarkably, Dewey's theory experiential education, which he developed through observation, has been since proven to be completely aligned with the...more

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Oct 13, 2012 Cheryl rated it 3 of 5 stars

Another course requirement. The rating is a minus for readability - the philosophy is excellent, but hard to get to. I found rereading the first chapters after studying chapters 4-8 to be a better way of grasping the book. The latter chapters are more concrete than the former, as admitted by the author. This book highlights the issues with the Progressive Education movement at the time, but certainly has implications for any educational reforms, and also states views on education that are still...more

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Apr 11, 2012 Achab_ rated it 4 of 5 stars

Shelves: essai, litt-eng, vo

even 74 years after its first edition, this book is really interesting. Dewey's philosophy of experience for education shares many views with the so-called "new ideas" of this century. the action-centered approach put forward by the european commission's CECR is directly influenced by Dewey's ideas and by the english TBLT.

i also really appreciated the clear statement of the author about not being opposed to the traditional method. Building a new education system or philosophy by simply being in...more

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Nov 22, 2011 Rob rated it 3 of 5 stars

Shelves: non-fiction, read-in-2011, school-reading, philosophy

(7/10) Dewey is kind of the grandfather of the radical education movement, and being someone who never met a freeschool he didn't like I thought it would be worth checking him out. As it happens, this book seems like almost a conscious attempt to move away from that radicalism and towards a kind of centrism, attacking both traditional education and radical pedagogy. There's some interesting stuff in here about experience as the centre of education, and I think that's a really valuable idea, alth...more

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Sep 13, 2010 Trisha rated it 3 of 5 stars

Experience and Education is John Dewey's attempt to clarify the criteria and conditions for a philosophy of education which elevates experience as the primary form of learning.

In Experience and Education, Dewey continually stresses the importance of not fleshing out the progressive philosophy of education in reaction against the traditional. He argues that an educational philosophy needs to build upon itself and its own ideas and not just be a negative of the philosophy which came before. In thi...more

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Dec 23, 2009 Robert rated it 4 of 5 stars

With theory, it's all about definitions. Even in less than a 100 pages, Dewey finds a way to muddle some of his together which damages the clarity of his theories. And there are two egregious typos on the summary on the back of the book... where was the editor!!??

That being said, this is an excellent argument for experiential education that is bold and unflinching, and a wonderful distillation of many of Dewey's ideas. And covering as much ground as he does in less than a 100 pages is also a rem...more

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Sep 17, 2012 Kony rated it 4 of 5 stars

Smart and sensible. Maybe even timeless (we'll see in a century or so).

Good reminder for learners and teachers that their respective roles are, ideally, complementary and overlapping; that public education is essentially a social process serving social purposes; and that new knowledge is useful only if it speaks meaningfully to past experience and lays groundwork for a richer series of future experiences.

Pithiness is both this book's strength and its weakness -- strength because it imparts its...more

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Mar 17, 2013 Michael rated it 5 of 5 stars

Dewey argues that too often, young people have a miseducative experience, which prevents them from becoming mature learners. To solve this problem, he establishes a pragmatic middle ground, between the two educational extremes of authoriative instruction and aimless exploration. A truly educational experience must breed maturity, or the ability to utilizes continutity to discriminate between educational experiences and choose certain stimuli, over other stimuli, and make choices on where to go n...more Dewey argues that too often, young people have a miseducative experience, which prevents them from becoming mature learners. To solve this problem, he establishes a pragmatic middle ground, between the two educational extremes of authoriative instruction and aimless exploration. A truly educational experience must breed maturity, or the ability to utilizes continutity to discriminate between educational experiences and choose certain stimuli, over other stimuli, and make choices on where to go next. Furthermore, this kind of experience involves deliberative democracy, where both students and teachers contribute to the governance and learning of others while valuing intellectual and intelligent freedom.

Intellectual freedom is the ability to observe and judge for purposes that are worth while, while intelligent freedom is the postponent of immediate action upon desire until observation and judgement have intervened. An intelligent idea starts with an impulse, blends with desire to acquire force and then becomes a plan for an activity to be carried out. Students must synthesize intelligent and intellectual freedom to fully take in what is going on in the classroom in the present and make sure it leads to future growth. The ideal aim of education is to create the power of self-control.

Dewey stresses that educators play a critical role in guiding students to possess self-control. Educators should provide advice to students, in planning their curriculum, since they have a greater amount of life experience to reflect upon. Teachers can alter the objective conditions that make up a learning environment, according to the particular individuals in a classroom at a particular time. Quality teachers lead group discussions, rather than dictate facts. They utilize the scientific method in the classroom and prompt students to ask questions about how causes interact with one another to produce definite effects. This prepares students to understand the economic and industrial problems of society.

Dewey makes some excellent points about educational growth, but needs to better account for the pervasiveness of ideas without much sense in the classroom. Teachers must become experts at explaining why an idea is not very scientific, without infringing upon intellectual freedom or discouraging participation. This unique ability to mix kindness with scientific explanation makes the exceptional teacher. (less)

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Jan 31, 2009 Mark rated it 4 of 5 stars

Shelves: philosophy, education

In this short book, John Dewey presents his theory of education, a theory based on the belief that "all genuine education comes about through experience." In doing this, he argues that we should move away from the traditional model, one that views education more as a formation of an individual from external sources, and proceed towards one where the individual is developed from within his or herself.

To support his view on education, Dewey systematically puts forth a theory of experience, laying...more In this short book, John Dewey presents his theory of education, a theory based on the belief that "all genuine education comes about through experience." In doing this, he argues that we should move away from the traditional model, one that views education more as a formation of an individual from external sources, and proceed towards one where the individual is developed from within his or herself.

To support his view on education, Dewey systematically puts forth a theory of experience, laying out criteria for what, at its essence, constitutes a positive and educative experience. This theory leans heavily on the principles of continuity and interaction, principles that educators must be sensitive to in order for them to provide the right atmosphere for pupils to attain maximal exposure to, and retention of, knowledge. Along with this critique, Dewey provides a guide to how educators can effectively manage their pupils and simultaneously provide them with real educative freedom. This guide is based on the idea that the educator is more akin to a leader, than a dictator, a person to be followed rather than a person to be feared.

In the final pages of his work, Dewey expounds on the notion of purpose in education and shows how, through real-world experience, we can create truly intelligent beings, that is, people who can freely formulate purposes and have the organizational skills and means to execute them. This idea leads to what I believe is the most attractive effect of Dewey's educational theory: it places the sources and methods of knowledge within the "real world" changing the transition out of the educational system into an authentically enabling experience. We are no longer keeping pupils in a secluded environment and therefore are truly preparing (read educating!) them for a lifetime of learning and bringing them closer to Dewey's ideal that "education as growth or maturity should be an ever-present process."

Highly recommended. Just as relevant today as when it was originally published in 1939. Should be required reading material for any curriculum in education or anyone involved in the education of others...

"There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials." -- John Dewey(less)

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Jul 26, 2008 Hamad rated it 3 of 5 stars Recommends it for: Education theorists

John Dewey is an exceptional educational theorist, and his input on 'traditional' versus 'progressive' schools is a must-read for anyone interested in the field, as well as for everyone who has been through the education system. Dewey does a good job of de-constructing the labels around the education debate and getting to the root philosophy of traditional and experiential ways of learning. In his opinion both fail at creating the best product possible, since neither focuses on the underlying ph...more

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Oct 14, 2009 Hannah rated it 2 of 5 stars

Shelves: required-reading

Oh, John Dewey - I wanted you to just spit it out, and just say what you had to say, rather than saying what you were thinking about maybe theorizing about saying. Dewey has a very interesting (although slightly frightening) idea about using education to change society from the ground up, but because this is all about his theories, there's very little that's concrete to latch onto. Interesting, but not overly so.

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Oct 18, 2012 Hannah rated it 4 of 5 stars

Yet another bible of logical thinking on education by the late Mr Dewey. Refreshing, even when read nearly a century on, is his comparison of 'traditional' and 'progressive' notions of education. He does not oppose one over the other, but instead finds validity in elements of both approaches. A must read for anyone interested in the problematic nature of being an educator.

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Dec 14, 2010 Jafr rated it 5 of 5 stars

Im giving this 5 stars because he managed to state his positions in 91 pages! I loved the concise page length of the book. PLUS, as I read this book I realized that his concepts have been rebranded, and reformatted again and again by other educational writers that came later. So again, I'm giving 5 stars to this book, because it really started the progressive framework. Its worth a read.

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Jun 21, 2009 Emily Klein rated it 5 of 5 stars

Shelves: education

This is my favorite of all Dewey's books. He wrote it in an attempt to correct many misinterpretations of his work and writing. The "bad" progressive practices being done in his name are part of the legacy I feel like I still fight against as an educator. It's not an easy text (although compared to some of his others it is) but it is very clear and very good.

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Jun 20, 2010 Shannon rated it 5 of 5 stars

Shelves: 2010

This was an unbelievably clear piece that matched with every one of my beliefs about education, including the pitfalls of progressive education. It is remarkable that this was written in the '30s. Our children would be much better served if we heeded his advice. I'm glad I waited until I had taught a few years to read his. What a great read to start my summer.

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Sep 24, 2012 Mandy rated it 4 of 5 stars

Shelves: 2012, american, philosophy, non-fiction

At less than a hundred pages, this is more of a pamphlet than a book. Apparently, many people find it difficult to read and assimilate, but I didn't have that issue. I will grant that it was written in the 1930s, so that could be an issue for some as far as the style of writing. I didn't find it overly difficult, but I did find it intriguing. Dewey has a lot to say about progressive school reform (he was known for it), and this is one of the things he wrote that was published toward the end of h...more

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Jan 26, 2013 Cello rated it 4 of 5 stars

This short book is about the reasoning to a philosophy of experience to education. It is easy to read, but I feel like it could have delved deeper with more examples of actual education. I found myself thinking how even though this was copy-written in 1938 with the first edition being in 1963, we still have many of the same questions, opinions, and frustrations brought up about education. It has me thinking about how to extend the philosophy of experience to education.

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Oct 09, 2012 Stephanie Conine rated it 4 of 5 stars

Amazing that this piece was written in 1938 and the author recognizes the need to alter our education system over 75 years ago. His ideas make sense and I truly wish our education system was headed in this direction rather than Common Core Standards our schools will soon be plagued by.

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Apr 22, 2009 Lisa rated it 5 of 5 stars

Shelves: education, philosophy

This is a fabulous nutshell of a book that captures the essential of John Dewey's pragmatist take on education. Even though it was written in the 1930s, it offers so much for those of us involved in public education today. Arne Duncan and Barak Obama should read this right away!

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May 10, 2013 Jeffrey rated it 4 of 5 stars

Here we are all these years later still not caught up with what Dewey urged us to do in 1938! Read it and weep my educational colleagues - it's not a perfect vision but sure makes better sense then the mess we serve up to contemporary kids!

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Apr 25, 2009 Susan rated it 4 of 5 stars

Quote: "What we want and need is education pure and simple, and we shall make surer and faster progress when we devote ourselves to finding out just what education is and what conditions have to be satisfied in order that education may be a reality and not a name or a slogan." ~John Dewey

I am interested in Dewey's call for a philosophy of experience and education, as it relates to adult education and also to spiritual formation and discipleship. He frames the traditional vs. progressive educatio...more

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Jan 09, 2013 Jeffrey Albrecht rated it 4 of 5 stars

This is a summary of Dewey's philosophy of education which he developed throughout his long life. An excellent read for novices but not so compelling for those looking to read deeper philosophical treatises.

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Jul 24, 2011 Scherrie Jackson rated it 5 of 5 stars

Progressive educational theory is being compared to traditional theory of the old, old days in this educational classic for everyone inspired/ motivated to create a better school (wouldn't that be nice).

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Feb 02, 2009 Kealoha rated it 5 of 5 stars

Considered to be one of the classic must read books for any educator, it discusses traditional and progressive education in a very non-confrontational and honest way. If you ever read any writings for Dewey, make this one your first read. It's a bit tough to read at times, and I found myself re-reading sections of the material to get a better understanding as sometimes I lost my way or just didn't get it. Worth the read and worth the time spent to understand where Dewey is coming from.

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About John Dewey

John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophy of pragmatism and of functional psychology. He was a major representative of the progressive and progressive populist philosophies of schooli...more

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Quotes from Experience and Education

“There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.” — 14 people liked it

“We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future.” — 10 people liked it

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