John Dewey, My Pedagogic Creed

John Dewey, My Pedagogic Creed The ideas of the great American philosopher, John Dewey, transformed the American education system. While all Dewey did was simply apply some of his pragmatist philosophical ideals to the classroom, the results of his work changed education forever. In the short essay, My Pedagogic Creed, Dewey gives his readers great insight into his ideas regarding what education is, how it should be done, and why its important. Today, he is considered a father of education and his views are being adapted in all sorts of ways in classrooms around the world. Dewey first stood out by rejecting the traditional ideal of American education which was built around teachers standing up in the front of the classroom and pouring information into the minds of their students. Instead, Dewey suggested a new form of education that utilized applicable experience as the key element of learning. Thesis sentences here John Dewey embodies many of the pragmatic ideals that define American philosophy. He was born around the time that Charles Darwins Origin of Species book came out, so the debates surrounding that topic had a monumental influence on his philosophy. Along with many other American philosophers of Deweys time, such as Charles Sanders Peirce, there was a desire to respond to these new discoveries in evolutionary science and find out how they related to philosophy. Dewey believed that knowledge was best discovered through the scientific method. As I will later talk about, this is nowhere more prevalent than in Deweys model for education in which he defaults to hands-on experience and inquiry as the paramount key to learning. Going out into the real world and having a live experience that could be tested and criticized by others in order to progress to something better was essential to Deweys view and a foundational belief of many American pragmatists. In the eyes of Dewey, education and life were one in the same. Dewey is quoted as saying, education is a process of living and not a preparation for future life (8, My Pedagogic Creed). A proper education of the individual was essential to the functioning and growth of that individual and the society they lived in, as school was first a social institution. School was to be centered on the community and the student was being developed in school so they could be an active member of the community. Dewey advocated that what a child does in their home life should be incorporated into the curriculum in the classroom. Also for Dewey, the student had to be invested in their education for it to mean anything. The way that he suggested this be accomplished was to let the students learn about something they were interested in. An education could only be valuable if the student was learning material that they could actually apply to their real everyday life as evidenced by Deweys quote, True edu cation comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself (2, My Pedagogic Creed). Dewey believed that education was a process of discovery where students would study what they were interested in at their own pace as they were gradually becoming more aware of where their interests laid. Deweys education system is perhaps most well known for how it stresses the importance of hands on experience in the learning process. Dewey believed that people learned best by going out and interactively doing. Out were the days where teachers would lecture on facts and information, forcing their ideas onto the students. Dewey criticized teachers and the current education system for protecting students too closely and not letting them go out into the real world so they could blossom saying, the situation approaches learning to swim without going too near the water (The Relation of Theory to Practice, Dewey). For Dewey, a teachers job was more about being a facilitator to the students, helping them discover what they were interested in and then creating ways for them to actively do these things. Ultimately for Dewey, learning grounded in experience combined with subject matter that was interesting and applicable to the student would lead to a greater society. I think that both good and bad come from John Deweys ideas for education. First off, I like Deweys movement away from teaching styles that stressed only memorization and the regurgitation of facts. Hands-on experience is a proven way for students to learn. It is much more enjoyable for the student and seems to be directly applicable to their future. I also agree with Deweys view that students should learn about something that interests them. Stuffing facts that kids do not have any desire to learn down their throats is not beneficial to anyone. When students can actually connect with the material they are learning, they are more likely to put in the time and effort that is necessary to fully develop their knowledge and understanding of a subject. Lastly, I believe that its a good idea to focus your studies in one particular area as it is very difficult to master a multitude of subjects. I think its better to be extremely proficient in one subject than to have an average amount of kno wledge in multiple subjects. This way, everyone can pick an area of study that interests them and then, as a community, each person can bring their one unique area of expertise to the table and the rest of the people that arent as fluent in that subject can benefit. With that being said, I think the preceding principles need to be applied in moderation. While memorization and repetition is not a perfect form of teaching, the results are hard to argue with. I believe that there is something to be said for mastering a subject. For example, my major area of study is accounting. It is one thing for me to get hands on experience directly applicable to my major, but learning cannot just come through playing so to speak. I must first study all the foundational information that is out there. There are many people in the world that are much more knowledgeable on the subject than me and there are a lot of valuable things I can learn from them. Secondly, to be a successful accountant, there are other core subjects that I must be competent in. For instance, I need to be knowledgeable in English to be able to communicate with my coworkers and I need to know math so I am able to compute the formulas required in accounting. There is a proven value in having a rounded education. Learning about subjects that may not directly apply to your area of st udy can benefit you in many different ways. As an example, perhaps it could sharpen your critical thinking skills. And on top of that, a student might think they are not interested in a certain subject until they actually take a class and learn about it. Hard work and long hours spent in the library-sometimes memorizing principles and formulas-is necessary for me to be a master of accounting, although I may not enjoy that work. To me, Deweys education system seems to encourage skipping the main course and going straight to dessert. I believe that I first need to master the principles of accounting in order to deserve a shot of going out into the real world and actually doing accounting. Dewey stayed true to his pragmatic ideals by testing out his own education theories in a real-life environment. He created what became to be known as his very own laboratory school. Deweys school was radically different than any other of its time. The students did not sit at desks and listen to a teacher lecture or do homework problems out of a textbook. Instead they would be moving about the classroom doing varying physical activities, such as sewing or cooking. As I stated earlier, Dewey believed that students could learn the critical skills (math and science for example) that they needed by doing these types of activities instead of the more traditional studying the textbook method. The children were broken down by age and every different age group was always doing something different. Dewey had the kids going on field trips, building models, acting out plays, and playing games among many other active things. He preached that teachers should hold off on having kids do things like reading and writing until the student found it necessary and appealing to do so (Dewey Article, Enotes). Deweys school had its successes and failures and there is a lot that can be taken away his grand experiment. While I do admit that a lot of great education practices were first developed at Deweys laboratory school, I cannot help but notice the fundamental flaws that existed in it. If I was to apply what Dewey showcased in his school to todays world of education, I think his system would fail. The reason for this is first that Dewey seemed to be looking at education through rose colored glasses so to speak. In my opinion, a theory on education should be able to apply to any situation. I think about what Dewey had put together in his school, where the home life was heavily incorporated into the class curriculum. But, what about children that come from broken homes, as we see so often in todays society? If a child is being abused or suffering under the watch of alcoholic parents, who could care less about their childs education, how would that fit into Deweys system? Deweys school would probably work well in a case where a child has very supportive parents that are extremely interested in the ir childs education, but how often is that not the case in todays world? Henry Perkinson, an author and educator at New York University, makes a comment about Deweys lab school saying, Deweys educational philosophy depicts a school or school enterprise that never existed and probably never could exist. To carry it out would require superteachers and superstudents (Perkinson). While I believe Dewey is taking education in the right direction, I think he first needs to find a way to develop a theory on education that can apply to each and every student. Another area that I just cant agree with Dewey in is how he resorts to experience as the primary way for a student to learn. Without a doubt, I believe that his method of inquiry can add a lot to a students education. In his school, the kids were doing so many amazing things that I wish I could have done in my years as a young boy. But, looking at the big picture, there seems to be so many things that a child must learn over their lifetime that they cannot possibly discover and do everything. Yes, you can learn math when measuring out the flour required to bake a cake, but can that form of math be applied to everything? There are other things out in the world like measuring liquids or counting coins. How would one child have the time and the means to experience every single thing? I think that at some point, students will need to use some form of memorization of information or facts as a basis of knowledge that they can then use to learn about other things. A quote from a parent that had a child in Deweys school really sums up this problem saying, We have to teach him how to study. He learned to observe last year (Storr). I think that Dewey had the right idea, but he had everything backwards. First, the student should learn a foundation of knowledge, from something like a textbook, and then they can go out and experiment and apply that knowledge to real everyday situations. John Dewey was a great philosopher that made ground-breaking advances in education. He was a man that practiced what he preached and for that I have great respect. I do like Deweys ideas in doses. In the end, I think that a good balance of his experiential learning in combination with a disciplined study of information and textbooks is the best form of education. While his ideas did have their flaws, the direction that he took American education was for the better.

Nationwide Public Health Care in US: The Argument

The right to preserve the mental and physical well-being of a person is inherent to his right to live.   All over the world, this right has been protected and established as one of the basic human rights.   However, there is a disparity among nations on how it is enforced, with most of the developed world having a universal health care system provided to everyone regardless of their ability to pay (Healthcare, par. 2).   The United States is one of those countries in the developed world which does not have a national healthcare system, but rather, healthcare is provided by many separate legal entities (Healthcare in the United States, par. 1). Many critics of the system have described it as inefficient and ineffective. According to the Physicians for a National Health Program (PNHP), the current U.S. healthcare system is â€Å"outrageously expensive, yet inadequate.† (Single-Payer National Health Insurance, par. 2)   The U.S. spends more than twice as much as other developed nations at $7,129 per capita, yet it only ranks 37th out of 191 countries according to its healthcare performance in a World Health Organization (WHO) report in 2000. Where is all the money going to?   The U.S. system is a mixed system where private and public insurers coexist.   Still, according to PNHP, private insurers waste healthcare dollars on things not involving care: â€Å"overhead, underwriting, billing, sales and marketing departments as well as huge profits and exorbitant executive pay.†   Additionally, doctors and hospitals must maintain administrative staff to deal with the bureaucracy.   Combined, this accounts for 31 percent of American's health dollars (Single-Payer National Health Insurance, par. 3) Just by looking at the numbers it seems there should be no debate on establishing a national healthcare system in the U.S., but in fact the argument rages on in the halls of national politics.   There are still several criticisms against a national health care program, mostly stemming from the fact that Americans, by and large, have a tradition of capitalism and for-profit enterprises have most of the time had their way. Cited criticisms include the old adage that introducing the free market into anything, including healthcare, will drive prices and costs down. In fact, the opposite is currently proving true.   The excess payments for care in private for-profit institutions were substantial: 19%. (Himmelstein and Woolhandler, 1814).   The standard â€Å"free market† and does not apply to the healthcare system, where competition is often absent in some areas, and where the average person is very much in the dark on evaluating the â€Å"product† of healthcare.   Add to it the unique inefficiency of the U.S. government insuring 27.3% of the population and so we have them paying these for-profit hospitals a premium on what they could do much more efficiently themselves. Likewise, private insurance have to pay significant overhead, with these costs trickling down to the individual consumer.   Under a single payer system, it is estimated that the overall savings in paperwork would amount to more than $350 billion a year, enough to provide comprehensive coverage to everyone without paying more than we actually do. (Single-Payer National Health Insurance, par. 4) In my case, this mix of private and public insurance makes me and my spouse concerned over our future rates.   Both of us are self-employed, and so have to purchase private health insurance coverage for us and for our two children.   Instead of a nationwide security system that would protect us from the costs of rising rates, I am faced with the fear that, if we make too many claims, our rates could potentially skyrocket that we could no longer afford to carry it. As compared to a country like France, which has the best healthcare in the world according to the WHO (WHO Assesses, par. 1), we are wallowing in a system that is grossly inefficient, especially considering the huge cost we pay for our health compared to these nations.   The existence of organizations like the PNHP shows that there is widespread support among physicians in the country for a universal healthcare system that will protect the right of every American to live his or her life to the fullest.   Implementing a single-payer healthcare system would not only mean better health services for Americans, it will also drive down costs (How Much would a Single-Payer System Cost, par. 1), saving money for the government, and ultimately saving our own money. R E F E R E N C E â€Å"Single-Payer National Health Insurance†. Physicians for a National Health Program. 2006. 12 June 2007. ; http://www.pnhp.org/facts/single_payer_resources.php; Introduction: How Much Would a Single-Payer System Cost?†. Physicians for a National Health Program. 2006. 12 June 2007. < http://www.pnhp.org/single_payer_resources/ introduction_how_much_would_a_singlepayer_system_cost.php> â€Å"Healthcare.† Wikipedia the Free Encyclopedia. 12 June 2007. â€Å"Healthcare in the United States.† Wikipedia, the Free Encyclopedia. 12 June 2007. < http://en.wikipedia.org/wiki/Health_care_in_the_United_States> Himmelstein, David and Woolhandler, Steffie. â€Å"The High Costs of For-Profit Care.† Canadian Medical Association Journal. 8 June 2004. 1814-1815.

My Memoirs Essay

I am Jack Merridrew, when I was younger I went to a cathedral school where I was head boy and chapter chorister. My choir and I were being evacuated from England because of the cold war. None of us knew where we were going, but wherever it was it would be safe. I thought it would be a great adventure but I was certainly proved wrong. This is how my adventure began. We were on the aeroplane, which was taking us to our new destination, when the lights began to flicker and the windows began to shake. The next thing I knew we had crashed. I woke up the next morning to find myself lying on a patch of grass with some of the choir boys. I was not injured but just a bit shocked at what had happened. I didn’t have a clue where we were but I knew I would survive somehow. The weather was excruciatingly hot and the air was very moist. I led my choir into the forest where we found lots of fruit. I used not to eat much fruit but I was so hungry I ate as much of it as my stomach would take. There was a stream where we were able to drink from, the water tasted so fresh, the freshest I’ve ever tasted. I heard a loud noise, I didn’t know exactly what it was but it sounded like a horn. My choir and I followed the noise, until we came to a platform, where there were lots of other boys. One of the boys was blowing a conch. I can remember ordering the choir to stand in line so that we looked presentable and authoritative. The boy with the conch introduced himself as Ralph and there was a fat boy with him, wearing rounded spectacles. Simon from my choir fainted like he usually did, because he was an epileptic. The other boys and I had discussed our situation and had established that there were no adults on the island, so I suggested that I should be chief because I was head boy. Ralph decided to have a vote on who should be leader. It should have been me, but they chose Ralph because of that ridiculous conch thing that he had. I was extremely furious and disappointed; Ralph said that my choir could be hunters and obviously I was leader of the hunters. Ralph suggested that we should explore where we were to make sure we were on an island. He told me the fat boy’s real name was Piggy. Piggy wanted to come with us. I laughed and told him to go back to the others. If Piggy had come with us he would have slowed us down. As we were exploring we heard a squealing noise. We ran to see what it was. A pig was tangled in some creepers. I pulled out my knife, ready to cut its throat. Something in me stopped me from killing the pig, maybe it was the thought of the knife going through the flesh or maybe it was because I was too innocent. I didn’t care what the reason was at the time. Ralph and Simon were looking at me I felt ashamed and angry, I vowed to myself that I would kill it next time. When we were certain that we were on an island, we agreed to build a signal fire on the top of the mountain so we could be rescued. When we were still down on the platform a littulin said that there was some kind of â€Å"beastie† on the island. I knew that he was just afraid because he was away from home. I wanted everyone to know that I was strong so I promised to kill the beast if I saw it. We managed to get loads of leaves and bits of wood for a fire; but we had no matches to light a fire. I snatched Piggy’s glasses and managed to shine the light through them causing a bit of smoke. I blew it a bit and it lit the leaves and sticks. In minutes the fire got out of control and it swept down the side of the mountain. After the fire some of the littulins had noticed the boy with the birth mark on his face was missing. We came to the conclusion that he was killed during the fire. I didn’t particularly care. It wasn’t at all my fault. The littulin should have been more careful. Hunting was becoming really tedious, as there was nothing to kill. I desperately needed meat; I was prepared to kill, to prove to the rest of the boys that I should be chief not Ralph. All Ralph cared about was making huts, sticking to the rules and getting rescued. I knew that we wouldn’t get rescued straight away; I just wanted to have fun and make the most of our time on the island without any adults. As time passed on the island my clothes got worn and ripped but I didn’t care. I was able to make paints for my face out of berries and mud; I spread it all over my face as camouflage to help me in the forest. It was my new identity. When we went hunting we found a pig, we chased it and killed it with our spears. I felt victorious and triumphant. The flesh and blood did not concern me at all; I just wanted the meat. We marched proudly back to the beach. Ralph didn’t even care that I had got some meat; he just cared about a ship that had gone past, and hadn’t seen us. It wasn’t my fault the signal fire had gone out, we had to go and hunt. The ship probably wouldn’t have seen the fire anyway. I don’t know why but I took my anger out on Piggy and his glasses got broken. As usual Ralph stuck up for Piggy like he always did. When we were roasting the pig I knew that Ralph was jealous that he hadn’t been part of the hunt, which is why he should have let me become chief because I was more fun then he. One day while I was on the beach a something fell from the air. We all thought it was a beast; I was even fooled at first. When Ralph, some other bigguns and I went to look for the beast, I didn’t really know what creature I was looking for. I went up to the top of the mountain alone. There was a huge bulge next to a boulder; I couldn’t make out what kind of creature it was. It was extremely dark; I went back up there with Roger and Ralph. It moved. For the first time I was actually scared. But I soon forgot about it because I wasn’t really bothered. After I got off the island I never found out what it was because when the investigation team went up to the mountain there was nothing there. While we were having a meeting on the platform, I wanted another vote for a new chief. I was surprised and ashamed when they still voted for Ralph. They should have chosen me. I went off on my own to think; I wasn’t surprised though when my hunters came to look for me. My hunters would rather be in a tribe with me than Ralph. I decided I would make a tribe of my own. Everybody knew I was the strongest on the island; I would be able to provide food. If I kept everyone scared they would join my tribe. I invited Ralph to a big feast that I was having, while two of my hunters went to steal fire from them. He did not realise my plan. It was to keep my friends close but my enemies closer. All the boys came to my feast because I could provide them with food. I asked people to join my tribe, nearly everyone joined, apart from Piggy and Ralph. When Simon crawled out of the forest and into our circle I did think for a second that it was a beast. But everyone including myself got carried away beating him as if he was the beast; I just couldn’t stop hitting him with my spear. It was like my body had been taken over by evil. I didn’t mean to kill him. The next day I decided to move my tribe to Castle Rock because it was more enclosed and Ralph wouldn’t be able to invade my location. We had no way of getting fire so we plotted together to go and steal Piggy’s glasses. When I got back from hunting the next day, I found Ralph at Castle Rock, we began to argue then started to fight. My tribe took Sam and Eric hostage so that Piggy and Ralph were now on their own. Ralph was still sticking up for Piggy. He told me to give back Piggy’s glasses but there was no way that I was going to give Piggy his glasses they were now mine. Whilst Piggy was standing in the entrance protesting about his glasses, Roger released a huge boulder. It came hurtling down the cliff and smashed Piggy’s skull in two. It didn’t bother me, I was so glad he was out of the way. Now I just needed to get rid of Ralph. I threw my spear down at him but missed. He got away and ran into the forest. I wanted Ralph dead. My tribe and I went into the forest to hunt him down. We burnt out his hiding place to smoke him out. Ralph ran through the forest and across the platform, he fell to the ground. This was my chance to kill him, to show him I could do what I wanted because I was strong and powerful. But as we looked up a naval officer looked down at us and said, â€Å"Have you been having a war or something?† That is when I knew my adventure was over. I was totally astonished. All the hatred in me went away. Suddenly I didn’t feel so powerful and strong, I felt small and weak like a littulin. When the officer asked who was boss Ralph said, â€Å"I am.† I don’t know why I didn’t say anything. Maybe it was because I was scared or maybe it was because I was never a real chief. We were put onto a ship, which took us back to England. The naval officers were surprised that three people had been killed. They were asking so many questions. I kept quiet; I didn’t want the officers to know I was one of the boys that caused most of the trouble on the island. After we were rescued, the war was over for a month. I was sent back home with the rest of the boys. I found it incredibly hard trying to settle back into a civilised society. I had been back at home for only a week when there was a letter in the post informing me of an inquest into Piggy and Simon’s deaths. I found it difficult to recollect what had happened. But when I thought about it more and more I remembered everything in fine detail. I kept thinking what if they find me guilty for Simon’s death? Would they send me to prison? Throughout the space of two weeks I was taken in and out of the police station to write many statements on the killings, which took place on the island. I did not see any of the boys again until we were up in court, I was found partly guilty for Simon’s death, and I was found guilty of conspiring to kill Piggy and also I was found guilty of attempting to kill Piggy. Most of the boys blamed me for the killings but Roger was also found guilty of killing Piggy. I do not know what happened to the rest of the boys, but I do know that Ralph was let off with just community service. I am writing my memoirs from Celeron detention centre, while serving two life sentences. If I ever get out of here I will visit Ralph and show him the sufferings of solitary confinement. He was also to blame for Simon’s death, why should he be let off? I now realise that when I was on the island, camouflaging my face with paint had hidden my true identity, which led me to do many things I wouldn’t usually have done. The society we had been in on the island was very different, we were all out of control and there was no one there to stop us. I now realise that killing isn’t a game; I saw it as a game because it mitigated the brutality of what I was really doing. The only problem is, I realised it too late. I lost control of my actions and now I have to pay for them. However, I do not regret conspiring to kill Ralph because he is someone I truly hate and I always will. I should have been chief!

Hyundai Motivation - 3043 Words

Organizations often use various forms motivational methods. Motivation is known to be a type of force which effects on direction, level, and persistence of employees’ effort on performance. The direction, individual’s decision when presented with choices, level, the amount of effort, and persistence, the length of time one puts in, are crucial factors that decide the performance of the organization as a whole. There are various methods in how to improve the motivations: pay for performance, merit pay, skill based pay, gain sharing, and many more. Job designs and alternative work arrangements are also very important in increasing or decreasing employees’ motivation. Our group decided to focus on the motivational factors and the reality of†¦show more content†¦Also, looking over for several years, the superior managers can be well aware of the capability of those employees. As an assistant manager, he or she is usually eager to be promoted and gain more ex perience in the field. This is how the intrinsic reward plays a role. There cannot be a better way than foreign dispatch to prove one’s ability and to learn so much at once. Distant from the materialistic parts of the foreign dispatch, it is a great way to really improve oneself on his career, and this will increase the motivation to go work abroad. One of the most important parts of foreign dispatch is the payment. Payment is quite different when you are working abroad. At Hyundai industry, there are additional payments than the regular paycheck you receive in Korea. The interviewee was hesitant to state the exact number of payment he receives; however, he acknowledged us the fees he received, while staying abroad. $200 is given per night for accommodation, $50 for the meals, and $50 for transportation. All combined, the employees receive about additional $300 each night, addition to the regular paycheck they have been receiving. 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